High school students learning a second programming language, students learning a first language, and students receiving no programming instruction were compared to determine whether instruction in a second language helps produce transfer of problem-solving skills. Approximately half of each programming group received a two-week problem-solving intervention. Six problem-solving measures were used: use of re-useable procedures, solution of problems by analogy, solution of Hanoi-like problems (recursive procedures), creative problem solving, use of the biconditional, and debugging. Students receiving the problem-solving intervention in their first programming language course improved (p < .05) on the use of the biconditional and on creative problem solving. Students learning a second language were significantly better at debugging (p < .05) than those learning only a first language. Suggestions are made for further research.
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