Analyzing the effects of adapted flipped classroom approach on computer programming success, attitude toward programming, and programming self‐efficacy

Abstract

Abstract This study analyzes the effects of the use of adapted flipped classroom approach on the programming success, attitudes, and self‐efficacy of the students in learning programming. The study was conducted in the 2016–2017 fall semester with freshman students in Introduction to Programming and Algorithm course in the Software Engineering Department of a university in Turkey. The sample of the study consists of 46 students taking this course for the first time. The quasi‐experimental research method was used in the study. One group pretest–posttest design was employed, and quantitative data were obtained from the students. The scale of attitude toward computer programming, computer programming self‐efficacy scale, computer programming success test, and practice control chart were used as data collection tools. The study results show that the use of this approach in programming learning has a positive effect on the students’ programming success and programming self‐efficacy while it does not affect their attitudes toward programming. Additionally, it is concluded that there is a highly positive relationship between the numbers of students’ fulfilling the programming tasks and their programming success. Another conclusion of the study is that there is a positive relationship at a medium level between the numbers of students’ fulfilling the programming tasks and programming self‐efficacy and their attitudes toward programming. Considering the study results as a whole, it is seen that flipped classroom approach can be adapted to teach programming.