Collaborative Learning in Computer Programming Courses That Adopted the Flipped Classroom: Exam Grade Charts

The midterm and final exam grades obtained in 2014 were compared to 2012 in which a flipped approach had not been used. These comparisons showed when the flipped classroom had been applied, the lowest score increased along with the average score. A decrease in the standard deviation was also noticed. Additional charts showing these comparisons are located in the child node below.

Michigan State University

-Exam Grades

-Final Assignment

-Survey Responses

Collaborative Learning in Computer Programming Courses That Adopted the Flipped Classroom: Results

Y. Hayashi, K. Fukamachi and H. Komatsugawa, "Collaborative Learning in Computer Programming Courses That Adopted the Flipped Classroom," 2015 International Conference on Learning and Teaching in Computing and Engineering, Taipei, Taiwan, 2015, pp. 209-212, doi: 10.1109/LaTiCE.2015.43.

Collaborative Learning in Computer Programming Courses That Adopted the Flipped Classroom

The final assignment had 4 main requirements. These requirements as well as the number of students who achieved each requirement is located in the table below. 

Collaborative Learning in Computer Programming Courses That Adopted the Flipped Classroom: Final Assignment

36 valid survey responses were collected as measures of the students’ motivation, self confidence in the course, and overall impression of the flipped classroom approach. Pie charts for these variables are located in the child nodes below. 

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