Using a four-step learning activity in a programming course: classroom participation, learning performance, and attitude

Abstract

In a programming course, a teacher has to teach not only programming concepts and syntax but also how to implement programs. However, teachers do not have enough time to complete the tasks. To address the problem, this study developed a four-step learning activity in a flipped classroom, which consists of testing, task assigning, collaborative problem-solving, and presentation. This study also conducted an instructional experiment for examining the effects of the four-step learning activity on students’ classroom participation, learning performance, and course satisfaction. The results showed that the students with the four-step learning activity and the students with the traditional instruction demonstrated the same level of classroom participation. While the students with the four-step learning activity had higher learning performance than the students with the traditional instruction. The students perceived that the four-step learning activity can facilitate learning motivation, classroom interaction, learning performance, and help-seeking. They hoped that the four-step learning activity can be used in other programming courses in the future.