The Effect of Using Flipped Classroom Strategy on Learning Computer Programing in Visual Basic and Students’ Attitudes Towards Learning Computer Programming

Abstract

The purpose of this study was to examine the effect of the Flipped Classroom Strategy on learning computer programing in Visual Basic Studio and attitudes toward learning computer programming among Saudi secondary students. The study adopted an experimental methodology with a quasi-experimental design, to examine the effect of the flipped classroom on achievement in computer programing in Visual Basic, and students' attitudes toward learning programing. The study sample consisted of 58 2nd level high school students. The sample was divided into two groups, experimental and control. An achievement test on computer programing knowledge and practical skills, and a questionnaire to explore students' attitudes toward learning programing were used to collect the study data. Findings showed that there were statistically significant mean differences between the experimental and the control groups in the academic achievement in programming knowledge and skills in favor for the experimental group. Moreover, the study found statistically significant mean differences between the experimental and the control groups in their attitudes toward learning programing in favor of the experimental group.