This study investigates a notable decline in students’ foundational programming skills, observed several semesters after they completed an introductory programming course and an advanced programming course. To examine this phenomenon, semi-structured interviews were conducted with thirteen students from two higher education institutions, during which participants were presented with a basic programming task. The findings reveal a distinct deterioration in the procedural abilities initially developed during the introductory course.

Qualitative analysis indicates that most students did not perceive this decline as significant and expressed minimal concern about their reduced problem-solving performance. This is particularly troubling given that the introductory course serves as the cornerstone of a sequential, three-course programming curriculum. Furthermore, the results suggest that subsequent programming courses do not sufficiently reinforce or integrate the foundational programming skills taught early in the sequence.

To validate these findings, the same programming task was administered in a classroom setting to fourth-semester students who had completed the entire course sequence. Approximately half of the respondents submitted incorrect solutions, and notably, about one-quarter demonstrated a fundamental inability to solve the problem, as evidenced by their responses.

In light of these results, it is recommended that advanced programming instruction incorporate problem-solving strategies informed by Bruner’s spiral learning framework. Such an approach may enhance long-term retention of programming skills and ensure ongoing reinforcement of essential competencies throughout the curriculum.

Keywords: Education, Programming, Retention.