Efficiency evaluation of the practical introduction to computer programming course

Abstract

We investigate the course efficiency for teaching the behavior of "writing computer programs in Python". Seven freshmen computer science majors participated, whose task was (1) to answer a test of programming knowledge at the beginning and end of the course, and, at the end, a satisfaction scale, (2) do exercises throughout the course, (3) watch video classes, and (4) participate in class activities to solve doubts. The results were promising in terms of satisfaction, learning, and self-confidence. Of the six learning objectives, in five we noticed an increase in the group's percentage of correct answers. We hope with this study to contribute to overcoming the challenges in teaching programming.