An analysis of flip-classroom pedagogy in first year undergraduate mathematics for computing

Mathematics is a key subject for success in Computer Science and it continues to be a challenging subject. Use of technology has given rise to a new pedagogy called Flip-Classroom (FC). FC involves creating online multimedia content that is utilized out-of-class in conjunction with in-class learning activities such as individual and collaborative problem solving, group-work and class-discussion. An experiment was conducted to investigate the utility of FC pedagogy and its relationship with student learning. FC pedagogy was implemented in a first year 'Introduction to Mathematics for Computing' module and was employed for a number of core topics. A traditional lecture approach was utilized for the remaining topics. In-class quiz based assessments, homework assignments and end of semester examinations have been performed in order to assess the learning performance of the students. The results show that on average students performed better in assessments on topics taught through FC pedagogy. For Continuous Assessment (CA) components this increase was 14% and for the terminal exam this increase was 21%. The results indicate that the FC pedagogy may improve learning. Furthermore the students have indicated their preference in favor of FC pedagogy. This study will be of interest to those considering integrating FC pedagogy into teaching Mathematics.