More Time or Better Tools? A Large-Scale Retrospective Comparison of Pedagogical Approaches to Teach Programming (original) (raw)

This study investigates the effectiveness of different pedagogical approaches to teaching programming, analyzing performance data from seven student cohorts (N = 1168) under varying conditions of course length and programming tools used. The findings indicate that an extended introductory block (three semesters) significantly correlates with higher student pass rates, while the specific programming tool used (C language vs. Raptor) did not yield differing results. Additionally, gender differences were found to be statistically insignificant after controlling for initial ability and pedagogical approach. The results contribute to the understanding of effective strategies in computer science education and highlight the need for tailored instructional techniques.