The investigation of the effect of flipped classroom model on undergraduate students' attitude, self-efficacy and academic achievement towards programming

This research has been carried out to investigate the effect of Flipped Classroom Model on the university students' attitudes towards programming, self-efficacy and academic achievement. In this research mixed methods were used for data collecting and analyzing. In the research, pre-test – post-test control group true experimental research design was used as research method, in order to examine students, teachers and field experts' thoughts on Flipped Classroom Model, interview forms are prepared and analyzed and also individual interviews are conducted with the instructor and field experts. The sample of this research are 33 students (15 in experimental group, 18 in control group) who study Programming Languages II course in Computer Education and Instructional Technology department in spring during 2015-2016 academic year. The data collection tools in this research are Attitudes against Computer Programming Scale, Programming Related Self-Efficacy Scale, Attitudes Toward E-Learning Scale and Programming Languages Academic Achievement Test. According to the findings of the study, a significant difference about students' academic achievement, attitudes toward programming and self-efficacy perception for programming was not found among students who receive education via Flipped Classroom Model and students who receive education via Traditional Instruction. But a significant difference about attitudes toward e-learning was found among control and experimental group. It is found that lecturer and students have a positive attitude regarding the use of Flipped Classroom Model.