Abstract
This Innovative Practice Work in Progress Paper presents our findings when analyzing the results from flipping introductory programming courses over the course of several years, and comparing the performance of students of different genders and majors. As part of this study, we investigate the impact of making modifications to these courses over time, including changing the nature of lab assessments and in-class contact time with the students. Our main motivations of this study were to determine (a) which modes of instruction resulted in better student performance overall, (b) which changes in the courses may have impacted males and females differently, and (c) if changes in the courses impacted students of different majors differently. In our study, we did not find any significant differences in student performance between pre-flipped and flipped modes. Furthermore, we found that performance trends were mostly consistent between females and males for any given major. However, we did find that males generally did better overall in the programming fundamentals course, though there is a moderate positive correlation between the percentage of females in that course with their performance. Neither gender did consistently better than the other in the follow-on data structures course, however.
| Original language | English |
|---|---|
| Title of host publication | Frontiers in Education |
| Subtitle of host publication | Fostering Innovation Through Diversity, FIE 2018 - Conference Proceedings |
| Publisher | Institute of Electrical and Electronics Engineers Inc. |
| ISBN (Electronic) | 9781538611739 |
| DOIs | |
| Publication status | Published - Mar 4 2019 |
| Event | 48th Frontiers in Education Conference, FIE 2018 - San Jose, United States Duration: Oct 3 2018 → Oct 6 2018 |
Publication series
| Name | Proceedings - Frontiers in Education Conference, FIE |
|---|---|
| Volume | 2018-October |
| ISSN (Print) | 1539-4565 |
Conference
| Conference | 48th Frontiers in Education Conference, FIE 2018 |
|---|---|
| Country | United States |
| City | San Jose |
| Period | 10/3/18 → 10/6/18 |
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Keywords
- Blended learning
- Central Asia
- Computer Science
- Flipped classroom
- Kazakhstan
- Programming
ASJC Scopus subject areas
- Software
- Education
- Computer Science Applications
Cite this
A comparison of flipped programming classroom models - Results by gender and major. / Tyler, Benjamin; Yessenbayeva, Aigerim.
Frontiers in Education: Fostering Innovation Through Diversity, FIE 2018 - Conference Proceedings. Institute of Electrical and Electronics Engineers Inc., 2019. 8658809 (Proceedings - Frontiers in Education Conference, FIE; Vol. 2018-October).Research output: Chapter in Book/Report/Conference proceeding › Conference contribution
}
TY - GEN
T1 - A comparison of flipped programming classroom models - Results by gender and major
AU - Tyler, Benjamin
AU - Yessenbayeva, Aigerim
PY - 2019/3/4
Y1 - 2019/3/4
N2 - This Innovative Practice Work in Progress Paper presents our findings when analyzing the results from flipping introductory programming courses over the course of several years, and comparing the performance of students of different genders and majors. As part of this study, we investigate the impact of making modifications to these courses over time, including changing the nature of lab assessments and in-class contact time with the students. Our main motivations of this study were to determine (a) which modes of instruction resulted in better student performance overall, (b) which changes in the courses may have impacted males and females differently, and (c) if changes in the courses impacted students of different majors differently. In our study, we did not find any significant differences in student performance between pre-flipped and flipped modes. Furthermore, we found that performance trends were mostly consistent between females and males for any given major. However, we did find that males generally did better overall in the programming fundamentals course, though there is a moderate positive correlation between the percentage of females in that course with their performance. Neither gender did consistently better than the other in the follow-on data structures course, however.
AB - This Innovative Practice Work in Progress Paper presents our findings when analyzing the results from flipping introductory programming courses over the course of several years, and comparing the performance of students of different genders and majors. As part of this study, we investigate the impact of making modifications to these courses over time, including changing the nature of lab assessments and in-class contact time with the students. Our main motivations of this study were to determine (a) which modes of instruction resulted in better student performance overall, (b) which changes in the courses may have impacted males and females differently, and (c) if changes in the courses impacted students of different majors differently. In our study, we did not find any significant differences in student performance between pre-flipped and flipped modes. Furthermore, we found that performance trends were mostly consistent between females and males for any given major. However, we did find that males generally did better overall in the programming fundamentals course, though there is a moderate positive correlation between the percentage of females in that course with their performance. Neither gender did consistently better than the other in the follow-on data structures course, however.
KW - Blended learning
KW - Central Asia
KW - Computer Science
KW - Flipped classroom
KW - Kazakhstan
KW - Programming
UR - http://www.scopus.com/inward/record.url?scp=85063471303&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85063471303&partnerID=8YFLogxK
U2 - 10.1109/FIE.2018.8658809
DO - 10.1109/FIE.2018.8658809
M3 - Conference contribution
AN - SCOPUS:85063471303
T3 - Proceedings - Frontiers in Education Conference, FIE
BT - Frontiers in Education
PB - Institute of Electrical and Electronics Engineers Inc.
ER -