Impact of a hybrid format on student performance and perceptions in an introductory computer programming course

This study describes the development and implementation of a hybrid format with a flipped classroom approach in an introductory computer programming course for mechanical engineers at California State Polytechnic University, Pomona (Cal Poly Pomona).Two sections of the course were taught during Spring Quarter 2014: One section utilized a traditional lecture-only format and met twice-a-week for 50 minutes, while the other section utilized a hybrid format with a flipped classroom approach and met once-a-week for 75 minutes.In the hybrid section, prior to each class meeting students were required to watch short video tutorials and complete pre-quizzes to prepare for the week's in-class activities.At the start of class, students were given a short graded quiz followed by a discussion of example problems.Most of the meeting time consisted of students participating in "Team Battles," an active learning exercise where groups of students would compete against each other to write computer programs as fast as possible.The hybrid section and the lecture-only section were granted access to the video tutorials and both sections performed similarly on quizzes and exams.Surveys given at the beginning and end of the course gauged students' opinions on the course material and format.Students in the hybrid section held a much more favorable opinion of hybrid courses by the end of the course compared to the lecture-only students and had a lower absence rate from in-class meetings.Feedback about the hybrid section was overwhelmingly positive and both sections felt the video tutorials helped them learn the material.