Abstract
The work of a teacher is dynamic. Year after year it is necessary to adjust the contents and the methodology to the features of the students and the changes in the profession. The authors of this paper are aware of these needs and have been adapting over time a basic programming subject of the degree in Computer Engineering. The objective of this work is to analyse how the different teaching methodologies used in an introductory course to programming during several academic years affect the students’ performance. For this purpose, the students’ academic performance has been collected (the final grade in the first call of the subject) and they have been confronted with different input variables: methodology used (three methodologies: lecture, flipped learning, hybrid methodology), gender and university access grade. The article shows the results of this analysis and establishes the possible correlations between the variables studied.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
