Effect of software development course on programming self-efficacy

Abstract

Negative attitudes and perceptions on programming impair the effectiveness of learning programming skills. In this study the attitude related to programming, problem solving, and self-views on importance of IT/programming knowledge were assessed by pre- and post-test completed at the beginning and at the end of a software development course. The study was conducted using an online questionnaire and four different dimensions were measured by a survey consisting 23 items. The results show positive moderate associations between self-commitment in problem solving and algorithmic and problem solving ability and negative weak relationship with lack of self-confidence in programming. K-means algorithm showed that the students could be classified into two main groups stronger and weaker self-confidence in programming. In the case of both clusters, it was possible to achieve a positive change in attitudes related to programming. In the case of weaker self-confidence in programming, a greater change can be observed in the attitudes, which can be considered an important result from the point of view of the effectiveness of the software development course. The research presented in the article proves that attitudes related to programming can be influenced in a positive direction both in the case of those with stronger, but even more so in the case of those with weaker attitudes.

Cognitive Task Domain Influences Cognitive-Motor Interference during Large-Magnitude Treadmill Stance Perturbations

“…Such advances in systems such as VR/AR and brain–computer interfaces may also benefit rehabilitation by increasing participant self-confidence and self-efficacy [ 81 , 82 ]. Previous studies have shown that incorporating “gamified” systems and computer/programming training into learning modules can improve self-efficacy more than standard instruction alone [ 83 , 84 ]; thus, it is likely that such systems could have a similar effect on self-efficacy during cognitive-motor rehabilitation.…”

Psychophysiological evaluation of the Smartick method in children with reading and mathematical difficulties

“…Therefore, this protocol will allow monitoring Mexican children who will use Smartick, so that a follow-up psychophysiological evaluation can be performed to show if the OML caused learning enhancement. Previous research has demonstrated that using learning technology helps to increase motivation and improves self-efficacy and self-confidence ( Kovari and Katona, 2023 ). This work could be applied in other Spanish-speaking countries that wish to evaluate AT for learning in children.…”

Effects of a Programming Course Using the GAME Model on Undergraduates’ Self-Efficacy and Basic Programming Concepts

“…Self-efficacy may affect learners’ effectiveness in learning basic programming concepts (Kovari & Katona, 2023; Law et al, 2010; Ramalingam et al, 2004). If proper strategies are used to improve students’ self-efficacy, it may be more effective in fostering their basic programming concepts.…”

“…Scholars have pointed out that programming beginners have difficulties with learning (Law et al, 2010; Ramalingam & Wiedenbeck, 2004), which may stem from their self-efficacy factor (Çoban et al, 2020; Kong et al, 2018; Tsai, 2019; Yukselturk & Altiok, 2017). Thus, the self-efficacy factor was examined in previous studies on general programming (Kong et al, 2018; Kovari & Katona, 2023) or block-based programming (Belland et al, 2022; Durak, 2018; Ma et al, 2021; Wei et al, 2021; Yukselturk & Altiok, 2017; Çoban et al, 2020). For example, in Durak’s (2018) study, students used Scratch to carry out digital story design activities in programming learning.…”