Effect of flipped classroom and automatic source code evaluation in a CS1 programming course according to the Kirkpatrick evaluation model

This paper proposes to evaluate learning efficiency by implementing the flipped classroom and automatic source code evaluation based on the Kirkpatrick evaluation model in students of CS1 programming course. The experimentation was conducted with 82 students from two CS1 courses; an experimental gro...

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Vydáno v:Education and information technologies Ročník 28; číslo 10; s. 13235 - 13252
Hlavní autoři: Mosquera, Jose Miguel Llanos, Suarez, Carlos Giovanny Hidalgo, Guerrero, Victor Andres Bucheli
Médium: Journal Article
Jazyk:angličtina
Vydáno: New York Springer US 01.10.2023
Springer
Springer Nature B.V
Témata:
Academic grading
Coding
Computer Appl. in Social and Behavioral Sciences
Computer programming
Computer Science
Computers and Education
Control Groups
Education
Educational evaluation
Educational Technology
Evaluation Methods
Experimental Groups
Flipped Classroom
Grading
Information Systems Applications (incl.Internet)
Knowledge Level
Learning strategies
Programming
Scores
Students
User Interfaces and Human Computer Interaction
Colombia
Automatic assessment code
Programming course
Flipped classroom
Education
Educational technology
ISSN:1360-2357, 1573-7608
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Shrnutí:This paper proposes to evaluate learning efficiency by implementing the flipped classroom and automatic source code evaluation based on the Kirkpatrick evaluation model in students of CS1 programming course. The experimentation was conducted with 82 students from two CS1 courses; an experimental group (EG = 56) and a control group (CG = 26). Each student in each group completed 15 programming tasks. The level of knowledge of the participants acquired between the two groups is measured using the Kirkpatrick model, taking as a source a pre-test of previous knowledge, the grade assessment, the time of the activities, and a post-test of learning achieved. When comparing the submits time between the experimental and control group, it is observed that the value of the means is similar for the EG and CG; in this case, time is not a factor for comparison between the groups. However, in the grading, the value of the means is different for the EG and CG; EG students scored better than CG students. The evaluation of the Kirkpatrick model shows that the strategy implemented, on the one hand, does not improve the time of the activities; on the other hand, it improves the grades in the CS1 course.
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ISSN:1360-2357
1573-7608
DOI:10.1007/s10639-023-11678-9