Instructional Conditions in Pascal Programming Classes
Richard E. Mayer · 2013
Although it is universally agreed that the nature of classroom instruction influences student learning, the factors governing such influence are just becoming understood. Efforts to understand classroom learning have featured largely descriptive studies that relate classroom characteristics, such as instructional time and time-on-task, to student learning. We applied this methodology to programming instruction by describing the classroom conditions in high-school Pascal programming classes and examining the extent to which these practices promote proficiency in programming.