Examining the Factors Affecting University Students' Perceived Learning Levels in Programming

Abstract

This study explores the relationship between university students' attitudes toward programming, their motivation, anxiety levels, self-efficacy perceptions, and how these factors influence their perceived learning in programming. A correlational research method was employed, and data were collected from 207 university students. After analysing the data for normality and checking the assumptions for multiple regression analysis, the responses of 10 participants were excluded from the dataset. As a result, the analysis was conducted using data from 197 students. Data were collected online through Google Forms, using several instruments: a demographic information form, the Computer Programming Attitude Scale, the Learning Motivation in Computer Programming Courses Scale, the Computer Programming Self-Efficacy Scale for Computer Literacy Education, the Programming Anxiety Scale, and the Perceived Learning Scale. The study reveals that university students possess a strong attitude, motivation, self-efficacy, and perceived learning in programming, while their anxiety levels are moderate. A strong positive relationship was found between students' perceived learning levels in programming and their self-efficacy perceptions. Additionally, perceived learning moderately and positively correlated with students' motivation and attitudes toward programming. Conversely, a moderate negative correlation was found between perceived learning and programming-related anxiety. Ultimately, students' perceived learning levels in programming were predicted by their self-efficacy and motivation.

Keywords

• Programming
• motivation
• attitude
• self-efficacy
• anxiety
• perceived learning

Üniversite Öğrencilerinin Programlamaya İlişkin Algılanan Öğrenme Düzeylerini Yordayan Faktörlerin İncelenmesi

Abstract

Bu araştırmanın amacı, üniversite öğrencilerinin programlamaya yönelik tutum, motivasyon, kaygı, öz yeterlik algıları ile programlamaya ilişkin algılanan öğrenme düzeyleri arasındaki ilişkiyi belirlemek ve bu değişkenlerin programlamaya ilişkin algılanan öğrenme düzeylerini yordama düzeyini saptayabilmektir. Araştırma korelasyonel araştırma modeline göre tasarlanmış olup 207 üniversite öğrencisinden veri toplanmıştır. Normallik ve çoklu regresyon analizi varsayımları kontrolü sonucunda 10 katılımcı verisi veri setinden çıkartılmıştır. Sonuç olarak 197 öğrencinin verisi ile analizler gerçekleştirilmiştir. Araştırmada veriler demografik bilgi formu, “Bilgisayar Programlama Tutum Ölçeği”, “Bilgisayar Programlama Derslerinde Öğrenme Motivasyonu Ölçeği”, “Bilgisayar Okuryazarlığı Eğitimi için Bilgisayar Programlama Öz Yeterlik Ölçeği”, “Bilgisayar Programlama Kaygı Ölçeği”, “Algılanan Öğrenme Ölçeği” kullanılarak Google Formlar aracılığıyla çevrim içi olarak toplanmıştır. Yapılan analizler sonucunda üniversite öğrencilerinin programlamaya karşı tutum, motivasyon, öz yeterlik algıları ve algılanan öğrenmelerinin yüksek düzeyde, programlamaya karşı kaygılarının ise orta düzeyde olduğu sonucuna ulaşılmıştır. Ayrıca programlamaya karşı algılanan öğrenmenin öz yeterlik algısı ile yüksek düzeyde; programlamaya karşı tutum ve motivasyon değişkenleri ile orta düzeyde pozitif ve anlamlı bir ilişkiye sahip olduğu görülürken, kaygı değişkeni ile negatif ve anlamlı bir ilişkiye sahip olduğu tespit edilmiştir. Son olarak programlamaya karşı motivasyon ve öz yeterlik algısı değişkenlerinin programlamaya karşı algılanan öğrenmeyi anlamlı bir şekilde yordadığı tespit edilmiştir.

Keywords

• Programlama
• motivasyon
• tutum
• öz-yeterlik
• kaygı
• algılanan öğrenme

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