## 4 Evaluation
### Results Analysis
#### 4.3.5 Comparative Analysis  
Figure 24 summarizes the overall learning performance of Group 1 and Group 2 students across Section 1 to Section 4. The horizontal axis represents the section index, while the left vertical axis indicates the average accuracy and the right vertical axis corresponds to the average submission count. In the figure, the line graphs illustrate each group's first-attempt (FirstAvg) and final (LastAvg) accuracy for each section, the blue solid and dashed lines denote Group 1, and the orange solid and dashed lines represent Group 2. The bar charts show the average number of submissions per section for each group, with the blue bars representing Group 1 and the orange bars representing Group 2. To enhance clarity, specific percentage values are annotated at each line node. Subsequent sections will provide comparative analyses both across sections and between groups based on these results. Figure 23: Individual student performance in Group 2 in Section 4. Analysis Across Sections  
Table 6 presents the average analytical metrics for each section, calculated as the mean values of both Group 1 and Group 2. \"FirstAvg\" represents the average first-attempt accuracy, \"LastAvg\" is the average final accuracy, and \"SubmitAvg\" denotes the average number of submissions. This approach enables the identification of inter-section differences and highlights areas that may require instructional adjustment. In terms of first-attempt accuracy, Section 1 showed the strongest performance, with an average of 86.57%. This indicates that students had a solid grasp of basic concepts and syntax, enabling them to answer correctly on their initial attempt. In contrast, Section 4 had the lowest first-attempt accuracy, at just 71.17%, reflecting the increased cognitive load and error propensity associated with more complex topics such as arithmetic operations such as addition, subtraction, multiplication, division, signed and unsigned arithmetic, and logical operations. The results for the average submission count further corroborate these observations. Section 4 exhibited the highest average submission count, at 3.18, indicating that students required more attempts and corrections to complete the tasks successfully. Section 2 ranked second in submission count, likely due to the abstract nature of multiple signal declarations and vector array operations. Conversely, Section 3 had the lowest average submission count, at only 1.92, suggesting that its content, which was mainly focused on number system conversions, was more straightforward for students to master. Despite the differences in initial performance, all sections achieved a final accuracy of 97% or higher, demonstrating that repeated practices enabled students to effectively master the key concepts of each section and achieve positive learning outcomes. Overall, this analysis provides a valuable reference for ranking section difficulty and allocating instructional resources, allowing for data-driven adjustments to curriculum design. Figure 24: Section performance comparison between Group 1 and Group 2. Analysis of Performance Differences Between Groups  
Table 7 presents the average analytical metrics for both groups, allowing for a direct comparison of learning outcomes across sections. The data clearly reveal significant differences in performance between Group 1 and Group 2. In terms of the average first-attempt accuracy, Group 1 achieved an average of 84.82%, markedly higher than Group 2's 74.01%. This suggests that Group 1 students possessed stronger initial comprehensions and greater proficiency in applying syntax when faced with new questions. This difference is likely attributable to the composition of the cohorts, as Group 1 comprised mostly students with relevant backgrounds and stable foundational abilities, whereas Group 2 included students with backgrounds of non-related disciplines, who often required additional time to interpret questions and grasp syntactic structures during their first attempts.