ABSTRACT Background and Context: Flipped classrooms are becoming more widely adopted across engineering higher education contexts. In degree programs where enrollment is increasing and undergraduate curricula are packed with content, pedagogies that allow more time for actively participate in classroom activities are being highly sought after to aid in increases in retention and persistence. Objective: The following study analyzed the impact of a flipped classroom intervention in a numerical analysis course teaching MATLAB programming taught to students not majoring in a computer-related engineering discipline. Method: Performance in the flipped classroom was compared to historical performance in the traditional classroom. Participants’ intrinsic motivation was also investigated to try to understand the difference seen between semester offerings of the course. Findings: Student performance improved among students participating in the flipped classroom approach. Intrinsic motivation did not impact performance in the flipped classroom. Implications: Our work provides further evidence of the efficacy of flipped classroom approaches for teaching introductory programming. This work also highlights the importance of considering incoming knowledge and maturity when selecting flipped classrooms for educational contexts.

中文翻译：

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通过翻转课堂方法让非专业人士参与 MATLAB 编程

摘要背景和背景：翻转课堂在工程高等教育环境中越来越广泛地被采用。在入学人数不断增加且本科课程内容丰富的学位课程中，人们迫切需要有更多时间积极参与课堂活动的教学法，以帮助提高学生的保留率和坚持性。目标：以下研究分析了翻转课堂干预对非计算机相关工程学科学生教授 MATLAB 编程的数值分析课程的影响。方法：翻转课堂的表现与传统课堂的历史表现进行比较。还调查了参与者的内在动机，以试图了解课程的学期课程之间的差异。结果：参与翻转课堂方法的学生的表现有所提高。内在动机不影响翻转课堂的表现。启示：我们的工作进一步证明了翻转课堂方法在介绍性编程教学中的有效性。这项工作还强调了在为教育环境选择翻转课堂时考虑新知识和成熟度的重要性。我们的工作进一步证明了翻转课堂方法在介绍性编程教学中的有效性。这项工作还强调了在为教育环境选择翻转课堂时考虑新知识和成熟度的重要性。我们的工作进一步证明了翻转课堂方法在介绍性编程教学中的有效性。这项工作还强调了在为教育环境选择翻转课堂时考虑新知识和成熟度的重要性。