Evaluating The Flipped Classroom Approach in Computer Science Curricula

Active, technology-supported learning accelerated during and after COVID-19, yet evidence from non-programming computer science courses remains limited. This paper contributes (i) a focused review of flipped classroom (FC) studies in CS program (2020-2024) and (ii) a three-year case study of how the flipped classroom enhances the teaching of IT Service Management (ITSM) as a discipline in the computer science program in an online university environment, during and after the COVID-19 pandemic. The FC design combined pre-lecture micro-videos and auto graded quizzes with in-classroom clarification and post classroom activities (project). Using LMS telemetry, course outcomes, and an end of semester survey across three academic years (2021/22-2023/24), we examined engagement-achievement links with non-parametric, rank based correlations (Spearman ρ), regularized logistic regression, and comparisons across empirically defined engagement tertiles. Results show consistent, practically meaningful associations between quality weighted engagement (quiz participation and performance) and both passing and final grades, with survey perceptions aligning to the behavioral signals. While strictly non-causal, the pattern is robust across methods and suggests actionable uses: early identification of at-risk students and design guidance that emphasizes short, well scaffolded videos and steady formative assessment.