Longitudinal Data on Flipped Class Effects on Performance in CS1 and Retention after CS1
Longitudinal Data on Flipped Class Effects on Performance in CS1 and Retention after CS1
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翻转班级对 CS1 表现和 CS1 后保留率影响的纵向数据
DOI：
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发表时间：
2018
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通讯作者：
Bruce Long
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作者：
Celine Latulipe;A. Rorrer;Bruce Long
我们提出了一项大学范围内的本科生保留研究的结果，该研究跟踪了学生在计算机方面的保留情况，比较了体验翻转、主动学习版本CS1的学生与体验传统讲座和实验版本CS1的学生。我们研究了人口统计亚组，以了解性别和种族/民族群体之间的保留率差异。具体来说，我们检查哪些学生在学习CS1后立即退出计算机专业，哪些学生在一学年后离开。这使我们能够专注于CS1教学方法的直接体验如何影响在CS关键的第一年继续学习计算机科学的愿望。我们的数据集包括698名CS专业学生，他们在2013年秋季至2016年秋季期间在美国一所大型综合性城市研究型大学以翻转或传统方式学习CS1。我们的研究结果表明，与传统版本相比，女性在选择翻转版本后换专业的可能性更小。相反，男学生更有可能继续学习传统课程，而不太可能继续学习翻转课程。以DFW率衡量，CS1中CS专业学生的表现在统计上要高于传统班级。在CS1的新生翻转课堂上，代表性不足的群体（女性和少数族裔）一年的专业保留率更高，但转学生则不然。
We present results of a college wide undergraduate retention study tracking student retention in computing, comparing students who experience a flipped, active learning version of CS1 against those who experience a traditional lecture and lab version of CS1. We examine demographic subgroups to understand retention differences between sexes and racial/ethnic groups. Specifically, we examine which students exit computing majors in the semester immediately after taking CS1, and those who leave following one academic year. This allows us to focus on how the immediate experience of the CS1 teaching approach impacts desire to continue in computer science during the critical first year in CS. Our dataset includes 698 CS majors who took CS1 in either the flipped or traditional style, between Fall 2013 and Fall 2016, at a large, comprehensive, urban research university in the US. Our results show that women were less likely to switch majors after taking the flipped version than after taking the traditional version. Conversely, male students were more likely to be retained following the traditional course, and less likely to be retained following the flipped course. Performance of CS majors in CS1, as measured by DFW rates, is statistically higher in the flipped classes than performance in the traditional classes. One-year retention in the major for under-represented groups (women and racial minorities) was higher in the flipped classes for new freshmen taking CS1, but not for transfer students.