THE IMPACT OF TEACHING PYTHON AS A FIRST PROGRAMMING LANGUAGE ON STUDENT LEARNING AND ENGAGEMENT: CASE OF PEPONI HOUSE PREPARATORY SCHOOL
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Date
2025-11
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Gretsa University
Abstract
In this study, we investigate the impact of using Python as a first programming language on
learning and engagement. It explores the influence of the first programming Language on
learning and interest. The study analyses the effect of teaching Python on students' mastery of
fundamental programming concepts, as well as their motivation and resumes while learning.
This study intends to investigate the impact of teaching strategies on students' learning. It
consists of elements of content-specific engagement (e.g., interest, self-concept) and
attributional scaling for differences in performance observed between students learning
Python and those who opt for alternative languages as their beginner language. The study was
conducted at Peponi House Preparatory School, with students from year 5 to year 12 selected
using the Simple random sampling technique from a target population of 400 to form a
representative sample of 200. Data analysis used descriptive statistics. From the data
analysed, the results showed that Python students performed better academically and were
more likely to continue in the program. These results imply that Python’s easy-to-understand
syntax and ‘light’ (relatively to other programming languages) structure allow learners to
understand, engage with, and remain interested in coding. The results of our study show that
Python is well-suited as a first language and is motivating for the students, who express high
satisfaction with their understanding of subject matter and long-term retention.
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Research project
Keywords
SOCIAL SCIENCES::Statistics, computer and systems science::Informatics, computer and systems science