Examination of Undergraduate and Associate Degree Students’ Computer Programming Attitude and Self-Efficacy According to Thinking Style, Gender and Experience

Year 2018, , 354 - 373, 16.10.2018

Mustafa Serkan Gunbatar

https://doi.org/10.30935/cet.471004

Abstract

This study aimed to determine undergraduate
and associate degree students’ computer programming attitude and self-efficacy
levels, and compare them according to thinking style, gender, department,
weekly study time, and programming experience variables. The study employed the
correlational research model. The researcher attempted to reach all associate
and undergraduate students who had received the computer programming course at
a state university. The computer programming self-efficacy scale, the computer
programming attitude scale, and the holistic and analytic thinking in
problem-solving scale were used to collect research data. Results suggested
that the participants with different thinking styles showed significant
differences regarding programming attitude and programming self-efficacy. Programming
attitude and thinking style were significant predictors of programming
self-efficacy. No difference was observed between genders in terms of the
common effect and the partial effect of programming attitude and programming
self-efficacy. However; differences were observed between participants from
different departments and with different weekly study time. There was also a significant
difference between the participants with different programming experience
levels in terms of the common effect of programming attitude and self-efficacy,
whereas no difference was found in terms of attitude alone. 

Keywords

Computer education, Programming self-efficay, Programming attitude, Thinking style, University students

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