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Results from an action research approach for designing CS1 learning environments in Tanzania

One of the most debated areas of computer science education is how to arrange programming courses. One of the debates is concerned with the amount of guidance a learning environment should grant to the learner. This research study reports on development and testing of a model where students work on their homework under guidance, facilitated by active student-teacher collaboration, continuous feedback, and student support. While qualitative results, observations, and student feedback about the intervention were exclusively positive, controlled experiment showed no significant advantage over the control group. This paper reports the results of the experiment described above, and suggests ten hypotheses for further research.