Engaging non-majors in MATLAB programming through a flipped classroom approach

Rachel McCord, Isaac Jeldes

Research output: Contribution to journalArticlepeer-review

15 Scopus citations

Abstract

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.

Original languageEnglish (US)
Pages (from-to)313-334
Number of pages22
JournalComputer Science Education
Volume29
Issue number4
DOIs
StatePublished - Oct 2 2019
Externally publishedYes

Bibliographical note

Funding Information:
This work was supported by the National Science Foundation [Grant No.1068103]. This material is partially funded based upon work supported by the National Science Foundation under grant no. 1068103. We would like to thank Russell Long, Abby Williams, and Lauren Lingar for their work as undergraduate and graduate assistants on portions of this project.

Publisher Copyright:
© 2019, © 2019 Informa UK Limited, trading as Taylor & Francis Group.

Keywords

  • Flipped classroom
  • intrinsic motivation
  • programming

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