The Effects of Flipped Learning Method on Students' Perception and Learning of Java Programming

摘要

The aim of this study is to evaluate the effects of flipped learning method on students' perception and learning of Java programming where the content of the course is delivered in two ways with two groups of students, one experimental group and one control group. The experimental group was taught with flipped learning method where all materials were developed by the researcher in a form of pre-recorded video lectures delivered to the students and in-class group activities supervised by the instructor. The control group had traditional weekly lectures and exercises at home. This study was conducted for 10 weeks with 174 students in total and employed an explanatory mixed method research design with qualitative and quantitative approaches. The data collected through the achievement test, Course Evaluation (CEQ), and Students' Perceptions/Opinions of Flipped Learning in Engineering Education Questionnaire (SOFLEEQ) were analyzed by using descriptive and inferential statistical analysis techniques. For data analysis, SPSS 24.0 was used and alpha level was determined as .05. Significant differences were found between the experimental and control group in terms of students' achievements and positive reactions towards flipped learning methodology. In the experimental group, students' learning attitudes, motivation and self-evaluation were enhanced. The findings show that flipped classroom outperforms traditional classroom and students' perception toward flipped learning became more positive.