New Perspectives in Science Education

ABSTRACT

Flipped learning is a pedagogical model that has recently attracted the interest of many researchers globally. It is simply described as reversing the practices happening in a typical lecture with those performed at home by the learner. Even though flipped learning has benefited students compared to the traditional learning environment, some issues, such as low motivation prior to lectures, and engagement in tasks performed at home remain and still need improvement. This experimental study sought to develop and assess a mobile application that support learners on time and enhance their motivation and engagement prior to lectures within the flipped learning settings. The main purpose of the study was to seek whether using the developed tool will help in increasing students’ motivation to learn and raise their object oriented programming skills. Also the study assessed students’ attitudes toward using the developed application in supporting their learning. Within the flipped pedagogical model, two groups of undergraduate students registered in a programing course at Qassim University, KSA were examined. The experimental group used the developed mobile application, while the control group was introduced to the normal flipped model. A comparison between the two groups was made using posttest scores for motivation scale, and skills were measured by assessing the quality of their final projects. Finally semi-structured interviews were conducted with the students who experienced using the mobile application in their learning to gain more understanding about the acceptance of using the application. Paired sample test showed statistically significant differences on motivation and object oriented programming skills in the sake of the experimental group. Also students were found to highly favor using the application in out-of-class activities. Recommendations for the pedagogical design of flipped learning were introduced.