Formation of Motivation in Learning the Python Programming Language Using a Differentiated Approach

The process of updating the content of education is continuous. This is especially true for computer science and, in particular, programming. In schools, programming languages have been taught from Basic to modern Python. However, the issue of students’ interest and motivation to learn programming remains. This led to the search for ways to increase students’ interest through the use of graphical elements and the application of a differentiated approach. The paper presents the results of a survey on programming languages, task complexity, analysis of reasons for student interest and failure in the subject. One of such reasons is considered to be tasks focused solely on mathematical programming. Therefore, work with graphical window objects such as buttons, text fields, etc., was proposed. In Ukrainian schools, this is not a widespread phenomenon. Research has shown that working with graphical objects during programming education demonstrates to students a wide range of applications of the acquired skills. The problem of teaching students programming prompted the authors to develop a manual that has been tested in schools. The manual contains theoretical material and practical tasks for learning the Python programming language. The authors combined a comparative analysis of programming skills acquisition with a differentiated approach to education, the results of which are presented in this publication.