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Whether to flip Extreme Apprenticeship: which is more effective in programming instruction?
Sinan Hopcan1, Elif Polat1, Ebru Albayrak2
1Computer Education and Instructional Technology Department, Istanbul University-Cerrahpasa, Istanbul, Turkey.
Education and Information Technologies
|April 25, 2022
Summary
Extreme apprenticeship and flipped learning significantly enhance programming education for novices. These methods improve both academic achievement and student engagement compared to traditional teaching approaches.
Area of Science:
- Computer Science Education
- Educational Psychology
- Pedagogical Methods
Background:
- Programming skills are crucial in the digital age, yet teaching novice learners presents significant challenges.
- Existing research explores effective programming instruction methods, with cognitive apprenticeship variations showing promise.
- Extreme apprenticeship and flipped learning are pedagogical approaches gaining attention in higher education.
Purpose of the Study:
- To compare the effectiveness of extreme apprenticeship, flipped extreme apprenticeship, and traditional classroom methods in university-level programming instruction.
- To analyze the impact of these methods on students' academic achievement and engagement.
- To investigate potential gender differences in the effectiveness of the instructional methods.
Main Methods:
- A comparative study was conducted at the university level.
- Three instructional methods were implemented: extreme apprenticeship, flipped extreme apprenticeship, and a traditional classroom approach.
- Data on academic achievement and student engagement were collected and analyzed, considering gender.
Main Results:
- Both extreme apprenticeship and flipped extreme apprenticeship instructional methods demonstrated superior outcomes in improving academic achievement compared to the traditional method.
- Student engagement was significantly higher in the extreme apprenticeship and flipped extreme apprenticeship groups.
- The study identified specific impacts on academic achievement and engagement, with no significant gender differences reported in the abstract.
Conclusions:
- Extreme apprenticeship and flipped extreme apprenticeship are effective pedagogical strategies for teaching introductory programming.
- These methods offer improvements over traditional instruction, particularly for novice learners.
- The findings provide valuable insights for refining extreme apprenticeship and guiding programming instructors.
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