AbstractThe first results from a new intervention are presented. This paper describes the originally identified need (a very high failure rate in a subgroup completing a computer programming course, with important consequences for student dropout); a remediation intervention (timetabled student study groups facilitated by senior students, not staff); the positive effect on subsequent exam measures; and some strongly positive qualitative feedback from the students. Finally some educational analysis is presented: both the original rationale for the intervention, and a reinterpretation in the light of the outcomes.
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