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Teaching highly mixed-ability CS1 classes: A proposed approach.

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  • 1Department of Computer Science, University of British Columbia-Okanagan, Kelowna, BC Canada.

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Summary
This summary is machine-generated.

A flipped-based teaching approach was implemented in a diverse first-year computer science course. This method improved student learning, grades, and satisfaction by leveraging mixed abilities.

Keywords:
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Area of Science:

  • Computer Science Education
  • Pedagogical Innovation

Background:

  • First-year computer science courses attract diverse students with varied backgrounds and needs.
  • Traditional teaching methods struggle to accommodate this mixed-ability environment effectively.

Purpose of the Study:

  • To present a flipped-based approach designed to leverage mixed-ability classrooms.
  • To evaluate the impact of this approach on student learning and satisfaction in introductory programming.

Main Methods:

  • A study was conducted in a first-year computer science course at the University of British Columbia - Okanagan.
  • Data collection included a 25-item Likert survey (n=46), course grades and pass rates over 6 years (n=42+38+56+79+90+74), and student course ratings over 5 years (n=42+38+56+79+90).

Main Results:

  • Survey results indicated a positive overall student impression, with no significant differences across diverse student populations.
  • Analysis of course grades, pass rates, and student ratings confirmed survey findings, showing overall improvements.

Conclusions:

  • The flipped-based approach is effective in enhancing student learning in mixed-ability introductory programming courses.
  • This pedagogical strategy positively impacts academic performance and student satisfaction.