Effect of Flipped Classroom Approach on Academic Achievement of Students in Computer Science

Abstract

The flipped classroom strategy is one of the most promising pedagogical model for promoting student-centred learning and productivity in education. The study examines the special effects of flipped classroom strategy on the academic achievements of students in Computer Science. A total of 100 first year university students participated in the study. The sample was divided into two major groups: Experimental Group (EG = n − 50) and Control group (EG = n − 50). The EG was taught using the flipped classroom (FC) strategy, while the CG was taught using conventional lecture-based approach. An achievement test on “Introduction to Computer Science” (COS 101) was administered as pre-test and post-test to the two groups. While the hypotheses were tested using T-test. The results show that there was statistically significance difference in the academic achievements of EG and CG, and between the masculine(male) and feminine(female) students in the EG. The EG which received the flipped classroom treatment had a higher mean score in the post-test which was statistically significant than their counterparts (CG) who were taught using the conventional lecture-based approach. The findings also specified a statistical variance in the academic accomplishments of male and female students in the EG, in favour of the female students who outperformed their male equals after the treatment. The study concludes that, if the potentials of flipped learning strategy are properly harnessed, it could stimulate students’ critical thinking and creative abilities, all of which would be helpful in achieving productivity in Computer Science education.