Using flipped classroom and peer instruction methodologies to improve introductory computer programming courses

Abstract

Learning to write computer programs and engaging students in introductory programming subjects are difficult tasks. This study presents the results obtained when using flipped classroom and peer instruction methodologies in an introductory course of programming. Before the lecture, out-of-class study and on-line homework questionnaires were applied, and peer instruction was used in the classroom to encourage students' participation and discussion, assisted by an on-the-fly assessment app. The main academic results, the degree of involvement in the course activities, and the students' feedback were collected and compared with similar data from previous academic years. Significantly better pass (χ2 = 12.94, p