Understanding CTProgER's Impact on High School Students' Programming Learning

This research-to-practice full paper describes a study that employs the CTProgER educational process [37] within High School environments to enhance programming skills. Computational Thinking (CT) is recognized as crucial for developing these skills, especially in high school programming education. Teaching programming presents challenges, necessitating improved educational processes and guidelines. Based on the Anthropological Theory of Didactics, CTProgER operates on the principle that human-created entities are interconnected with individuals, forming relationships denoted as R(X,O). This research investigates the efficacy of CTProgER through a rigorous intervention study conducted in a Brazilian Technical and Vocational High School (TV High School). The results reveal a significant performance disparity between the experimental and control groups, with the experimental group showing notable improvements. These findings highlight the potential of CTProgER to guide and enhance programming instruction within high school curricula, offering valuable insights for validating educational processes.