Attempting an exercise before reading its worked solution yields better one-month recall of a language feature than reading the solution first

Hypothesis

Technical tutorials usually present a feature, then a worked example, then an exercise. The Python tutorial's section on match statements supplies the first two parts: it explains that the statement compares an expression's value to successive patterns given as case blocks and shows examples; the exercise is what a course or the learner adds. The hypothesis is that attempting a problem before the worked solution is shown produces better recall and transfer a month later than reading the solution first and then working a similar problem. The proposed mechanism is that the attempt makes the learner generate the structure the solution then confirms or corrects, so that the solution is read as an answer to a question rather than as text. The claim is about durable knowledge: attempting first is expected to be slower and to feel worse on the day.

Prediction

On a delayed test one month after study, with no use of the feature in between, the attempt-first condition scores higher on transfer items (writing a match over a data shape not seen during study) and on recall of the rules (which patterns bind names, when a guard is evaluated, why case order matters). On the immediate test at the end of the session, the two conditions score about the same or solution-first scores higher, and attempt-first takes longer. If the delayed transfer scores do not differ, or favour solution-first, the hypothesis is false.

Proposed test

1. Recruit learners who use Python but have not used match, and pick a second feature of similar size (for example, functools.singledispatch) for counterbalancing.
2. Each learner studies both features, one in attempt-first order and one in solution-first order, with the assignment of order to feature alternated across learners so that each feature appears in each order equally often.
3. Fix the material: the same explanation text, the same two exercises, the same worked solutions; only the order of exercise and solution differs. Record time on task.
4. Test immediately (recall and transfer items, scored with a written key) and again after one month, without announcing the second test; exclude learners who used the feature in between.
5. Compare the paired differences per learner, report the distribution and its interval, and publish the material and scoring key so the test can be repeated.

Status

No result is claimed. With a small group, the test can detect only a large difference; the within-person design removes learner ability as a confounder but not the possibility that one feature is simply easier, which the alternation is meant to balance. The prediction about the immediate test checks that the conditions differed in what they demanded; it is not part of the claim.