Abstract:

The languages Scratch and Python are currently the most widely used languages in Slovakia, which are used to teach programming in primary and secondary schools. Since 2018, i.e. for 5 years, we have been organizing programming competitions for pupils in these languages. The competitions are called Scratch Cup and Python Cup, and both competitions use the same set of tasks. We only make minor adjustments to the task assignments for individual competitions, which mostly relate to the terminology in the relevant programming language. For example we formulate the creation of subprograms in the entries for the Scratch Cup competition as the design of new blocks, while in the text of the entry for Python we use the common term function, which is primarily used for this language.

Both competitions take place in the schools that the students attend, so we can assume that the results of the students are not affected by being in a foreign environment. Pupils solve three tasks in 90 minutes. Each task has its own focus: the first requires drawing using turtle graphics, the second is dedicated to creating a living image, and in the third task, students have to program a simple game.

In our article, we will focus on tasks that are aimed at creating vivid images. When programming this task, the student uses images, randomness and, in some tasks, keyboard or mouse inputs. From the statistics we have from the other five years of competitions, we know that this type of tasks solves or will start to solve, the most pupils. Both in the Scratch environment and in the Python language.

As part of our research, we will compare programming constructs and IT concepts that a student must master in order to solve these tasks in the Scratch environment with those concepts that a student must know in order to solve tasks in the Python language. We will make statistics on the success of solving tasks separately for students who used Scratch and those who programmed in the Python environment. According to the students' results, we will evaluate the difficulty of the tasks for both programming languages. Finally, we will give recommendations for teachers on what tasks to solve during the school year with students so that they can solve this type of tasks in Scratch or in Python.

Keywords:

Programming, competition, Scratch, Python.