Comparing Learning Outcomes between Traditional Classroom Teaching and Online Learning Environments in Programming Education

Abstract We employed a mixed-methods approach to investigate the learning outcomes in programming education, comparing traditional classroom instruction with online learning settings. The study examines the educational achievement, contentment levels, and involvement of 120 engineering students at a university in Northern France by integrating quantitative and qualitative data. The findings reveal significant correlations between the demographic characteristics of students and their level of interaction with teachers in both settings. Moreover, the study emphasizes a substantial discrepancy in understanding programming concepts between traditional classrooms and online learning environments. The thematic analysis elucidates each educational environment's merits (supervision, interaction) and drawbacks (a lack of follow-up). This research contributes to the existing information by providing novel insights into programming instruction. It emphasizes the importance of personalized support and instructional improvements to optimize student engagement and academic accomplishments. The findings have practical implications that can aid educators, policymakers, and curriculum creators in enhancing programming instruction for students' achievement. Further research should explore other variables influencing student accomplishment to fully understand the learning outcomes in programming education.