The Effect of flipped classroom as a teaching strategy on undergraduate students’ self-efficacy, engagement and attitude in a computer programming course

Thesis Type: Doctorate

Institution Of The Thesis: Middle East Technical University, Faculty of Education, Department of Computer Education and Instructional Technology, Turkey

Approval Date: 2018

Thesis Language: English

Student: Cemil Yurdagül



Learning programming skills is of crucial importance in today’s world. However, there are some difficulties faced in teaching these skills. Flipped classroom has been used as a teaching approach to overcome difficulties in teaching programming skills. Flipped classroom approach provided students with a practice-involved learning setting where they were exposed to previously prepared video course content prior to attending the classroom element of the course. The purpose of this study was to investigate the effect of the use of the Flipped Classroom Approach on students’ self-efficacy, engagement, and attitudes in a computer programming course. In this regard, an Introduction to Programming course was designed in which students were taught by the Traditional Classroom Approach during the first five weeks, followed by the Flipped Classroom Approach for the subsequent five weeks. The sample of the study consisted of 35 university students who participated in an introductory programming course. A mixed-methods research design was adopted in the study. Students’ scores on self-efficacy in programming, general classroom engagement, and attitudes toward programming languages questionnaires were analyzed in order to determine the effect of the Flipped Classroom Approach. Students’ subjective thoughts and views about the use of the Flipped Classroom Approach derived from semi-structured interviews were analyzed so as to gain comprehensive understanding of the Flipped Classroom Approach. The results of the quantitative data analysis revealed that the flipped classroom positively affected students’ self-efficacy in programming within the dimension of Programming in Complex Programming tasks, General Classroom Engagement in the dimension of Behavioral and Emotional Engagement, and Attitudes Toward Programming Languages in the dimension of Self-confidence. The results of the qualitative data analysis indicated that the students were satisfied with the use of the Flipped Classroom Approach in their programming course. Furthermore, the students considered the flipped classroom as an advantageous approach in terms of allowing them to be better prepared for the course to be conducted, giving them the opportunity to go back to look at course content through viewing course videos, and through involving them in active classroom participation.