With the increased reliance on technology, computer programming has emerged as an essential skill that is interesting to many audiences beyond merely computer scientists. As a result, many students from various disciplines take first-year computer science courses. This led to classrooms with a lot of diversity in student motivation, backgrounds, learning needs, and educational levels. Teaching the same material to such a diverse group is challenging. The aim of this paper is two-fold. Firstly, we present a flipped-based approach that benefits from the mixed-ability nature of first-year programming courses rather than considering it as a burden. Secondly, we present a study that evaluates the extent to which the proposed approach enhances student learning in such a mixed-ability environment. The study was conducted in a first-year course at the University of British Columbia – Okanagan, and it was based on three components:1) a survey of 25 Likert items(n = 46), 2) class average grade and pass rate over 6 years (n = 42 + 38 + 56 + 79 + 90 + 74), and 3) student ratings of the course over 5 years (n = 42 + 38 + 56 + 79 + 90). Findings of the survey indicate an overall positive students’ impression with no significant difference in the opinions of various student populations. Analyzing the course grades, pass rates, and student ratings confirmed the survey findings and showed an overall improvement in grades, pass-rates, and student satisfaction.

随着对技术的日益依赖，计算机编程已成为一项基本技能，许多观众不仅对计算机科学家感兴趣。结果，许多来自不同学科的学生参加了第一年的计算机科学课程。这导致教室在学生动机、背景、学习需求和教育水平方面存在很大差异。向如此多元化的群体教授相同的材料具有挑战性。本文的目的有两个。首先，我们提出了一种基于翻转的方法，该方法受益于第一年编程课程的混合能力性质，而不是将其视为负担。其次，我们提出了一项研究，评估所提出的方法在这种混合能力环境中增强学生学习的程度。n  = 46), 2) 6 年班级平均成绩和通过率 ( n  = 42 + 38 + 56 + 79 + 90 + 74), 3) 5 年以上课程的学生评分 ( n  = 42 + 38 + 56 + 79 + 90）。调查结果表明，学生的总体印象是积极的，不同学生群体的意见没有显着差异。对课程成绩、通过率和学生评分的分析证实了调查结果，并显示出成绩、通过率和学生满意度的整体提高。