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This article describes a study of introductory computing teaching that compared the effectiveness of a range of conventional strategies and techniques. The study sought to establish those practices that lead to increased levels of understanding of programming semantics. A sample of teachers was observed while teaching a component of a programming course. Aspects of their teaching practices were measured and categorized. The relative effectiveness of the observed teaching styles was determined by comparing achievements of all students on a test of semantic programming knowledge. Analysis of the results showed that the level of instruction of a conceptual nature alone did not contribute significantly to the development of semantic programming knowledge. The level of conceptual activity undertaken was a significant factor in determining semantic programming knowledge as was instruction which included both these elements.
Oliver et al. (Tue,) studied this question.