Exploring the impact of flipped classroom on students' acceptance of programming in secondary education

On-Sheung YAN, Kwok Shing CHENG

Research output: Chapter in Book/Report/Conference proceedingChapters

Abstract

This paper explores and discusses the impact of flipped classroom on students' acceptance of programming. Two Information and Communications Technology (ICT) classes of students, one in Secondary 4 and the other in Secondary 5, were involved in this study. Flipped classroom was adopted to teach programming in both classes. A pre-post questionnaire was designed to identify changes in students' acceptance towards programming before and after the implementation of flipped classroom. The results of this study show that flipped classroom could improve students' acceptance of programming and that students tended to agree with the use of flipped classroom to learn programming. Future work will be undertaken to collect and analyze qualitative data from students. Copyright © 2017 IEEE.
Original languageEnglish
Title of host publicationProceedings of 2017 IEEE International Conference on Teaching, Assessment and Learning for Engineering, TALE 2017
Place of PublicationNY
PublisherInstitute of Electrical and Electronics Engineers, Inc
Pages246-249
ISBN (Print)9781538609002
DOIs
Publication statusPublished - 2017

Citation

Yan, O.-S., & Cheng, G. (2017). Exploring the impact of flipped classroom on students' acceptance of programming in secondary education. In Proceedings of 2017 IEEE International Conference on Teaching, Assessment and Learning for Engineering, TALE 2017 (pp. 246-249). NY: IEEE.

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