International Journal of
Information and Education Technology

Abstract

The present study attempted to examine the effect of software education on the learning outcome of non-major learners when flipped learning is applied to the software education of non-major college students. The study set problem-solving as the sub-variables of learning outcome. To do this, 50 people, two classes of software course students, participated in the experiment. Experimental group applied the flip learning to the eight classes for four weeks and comparative group applied the general class of the traditional classroom. The conclusions obtained from the research results and discussions are as follows. Software learning for non-majors, which applied flipped learning, is more effective for improving learning outcomes (problem-solving capability) than general classes. Out of the problem-solving ability sub-variables, it is particularly effective in improving decision-making. This allows the interpretation that decision making, among the problem-solving ability sub-variables of learners, must have improved because software education that applied flipped learning is carried out by actively reflecting the learner's activities based on problem-solving.