Education, Java, LMS, Object-First Methodology, Object-Oriented Programming, T-test, UML.

This article deals with the subject of object-oriented programming. The programming area has been very dynamic in recent years. On the other hand, there is often a discrepancy between the methodology and the focus of programming instruction on the one hand, and the development of programming languages, development tools and development methodologies on the other. The existing teaching methodology of programming usually starts with algorithmization, followed by the teaching of a particular programming language and the conversion of algorithms into code. Object-oriented programming is often taught as an add-on and other property of the programming language. Students are not usually preparing for a completely different paradigm and another style of designing programs. Moving to object-oriented programming then makes students usually problems. There are also teaching methods that introduce an object-oriented paradigm right from the beginning of the lesson. Teachers of this methodology usually have reservations that are challenging for students. The paper tries to show simple comparisons of student results that this concern is not justified and can be taught by object-first. This article describes an experiment at a grammar school and compares the results of bachelor students who have been learning algorithm-first and object-first. The results of experiments and observations show that the students of object-first methodology manage and do not have worse learning outcomes, knowledge and skills than students who have learned traditionally.