Investigating Academic Confidence, Workload Stress, and Performance in a BlendFlex Computer Science Course
Abstract
This study explored the impact of learning flexibility and academic stress in a blended-flexible (BlendFlex) introductory computer science course. We delved into the fluctuation of students' choices between online and in-person attendance throughout the semester, considering factors such as gender and distance from campus. Additionally, we examined the impact of learning modality choices on course performance alongside academic stress, utilizing a combination of survey data and academic records for 412 students.
The findings revealed that in-person attendance declined as the semester progressed but remained relatively stable overall. Notably, this trend was significantly affected by students' gender. The proximity to the campus did not influence students' utilization of attendance flexibility. Although the choice of learning modality did not directly influence test scores, it positively contributed to the students' ability to keep pace with the course content and, consequently, their final course grades. The study also indicates that students with lower reported levels of academic stress tended to derive greater benefits from the blended-flexible classroom setting. This suggests that flexible learning environments may be especially advantageous for students who effectively manage academic stress. Overall, this research provides valuable insights into the dynamics of under-explored blended-flexible learning environments, offering implications for instructors seeking to tailor teaching strategies to address the diverse needs and preferences of students in computer science education.
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- Investigating Academic Confidence, Workload Stress, and Performance in a BlendFlex Computer Science Course
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