ERIC Number: EJ1233189
Record Type: Journal
Publication Date: 2019
Pages: 22
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0899 3408
EISSN: N/A
Engaging Non-Majors in MATLAB Programming through a Flipped Classroom Approach
McCord, Rachel; Jeldes, Isaac
Computer Science Education, v29 n4 p313-334 2019
Background and Context: Flipped classrooms are becoming more widely adopted across engineering higher education contexts. In degree programs where enrollment is increasing and undergraduate curricula are packed with content, pedagogies that allow more time for actively participate in classroom activities are being highly sought after to aid in increases in retention and persistence. Objective: The following study analyzed the impact of a flipped classroom intervention in a numerical analysis course teaching MATLAB programming taught to students not majoring in a computer-related engineering discipline. Method: Performance in the flipped classroom was compared to historical performance in the traditional classroom. Participants' intrinsic motivation was also investigated to try to understand the difference seen between semester offerings of the course. Findings: Student performance improved among students participating in the flipped classroom approach. Intrinsic motivation did not impact performance in the flipped classroom. Implications: Our work provides further evidence of the efficacy of flipped classroom approaches for teaching introductory programming. This work also highlights the importance of considering incoming knowledge and maturity when selecting flipped classrooms for educational contexts.
Descriptors: Computer Software, Computer Science Education, Blended Learning, Intervention, Programming, Instructional Effectiveness, Teaching Methods, Engineering Education, Undergraduate Students, Class Activities, Comparative Analysis, Academic Achievement, Student Motivation, Introductory Courses, Prior Learning, Nonmajors, Tests
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Grant or Contract Numbers: 1068103