What drives undergraduates’ effort and persistence in learning programming

Lin, Guan-Yu; Liao, Yi-Wen; Su, Zhiyuan; Wang, Yumin; Wang, Yi-Shun

doi:10.1007/s10639-023-11670-3

Cited by 2 publications

(3 citation statements)

References 79 publications

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“…Difficulties are often related to deficits in problem-solving skills, mathematical abilities, or the ability for abstract thinking [27]. However, not only cognitive factors but also students' emotions and attitudes may endanger success and persistence [1,4,6].…”

Section: The Flipped Classroom As a Learning Methods In Programming E...mentioning

confidence: 99%

“…Increasing reliance on digital technologies in a multitude of life domains emphasizes the crucial role of programming in today's world as a 21st century skill. Programming skills are valuable across different study subjects and professions [1]. However, learning to program is a complex process, and students face various challenges when taking introductory programming courses (IPCs).…”

Section: Introductionmentioning

confidence: 99%

“…This seems to be particularly true for the already small proportion of women taking part in these subjects [3][4][5]. To identify factors related to persistence and achievement in programming education, previous studies have focused on students' self-beliefs (e.g., self-concept and self-efficacy), motivation, emotions, learning engagement, and satisfaction [1,4,[6][7][8][9][10][11].…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Coding Decoded: Exploring Course Achievement and Gender Disparities in an Online Flipped Classroom Programming Course

Malkoc,

Steinmaurer,

Gütl

et al. 2024

Education Sciences

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In introductory programming courses (IPCs), students encounter various difficulties that are related to low achievement and high dropout and failure rates. Technology-rich approaches that promote self-directed learning while facilitating competency development and knowledge construction through social collaboration may offer advantages in this context. The current study assesses such an instructional approach by (1) identifying antecedents and process variables related to course achievement in an online flipped classroom IPC and (2) testing for gender differences regarding antecedents, process variables, and course achievement. In the winter semester of 2020/21, a sample of 144 Austrian university students participated in a survey with measurements at different points in time. Multiple linear regression was carried out to explore factors related to course achievement. The results indicate that gender, achievement-avoidance goals, academic self-concept, engagement in asynchronous learning, and course satisfaction were positively related to achievement. In contrast, work avoidance was identified as a barrier to achievement. Additionally, multivariate analysis of variance (MANOVA) was employed to test gender differences. MANOVA revealed significant gender differences regarding learning goals, mathematical self-concept, work avoidance, and engagement in synchronous learning. There were no gender differences regarding course satisfaction or achievement. The study has implications for designing innovative programming courses that could foster course satisfaction and achievement and thus reduce dropout and failure rates.

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Section: The Flipped Classroom As a Learning Methods In Programming E...mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Coding Decoded: Exploring Course Achievement and Gender Disparities in an Online Flipped Classroom Programming Course

Malkoc,

Steinmaurer,

Gütl

et al. 2024

Education Sciences

View full text Add to dashboard Cite

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Programming education and learner motivation in the age of generative AI: student and educator perspectives

Boguslawski,

Deer,

Dawson

2024

ILS

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Purpose Programming education is being rapidly transformed by generative AI tools and educators must determine how best to support students in this context. This study aims to explore the experiences of programming educators and students to inform future education provision. Design/methodology/approach Twelve students and six members of faculty in a small technology-focused university were interviewed. Thematic analysis of the interview data was combined with data collected from a survey of 44 students at the same university. Self-determination theory was applied as an analytical framework. Findings Three themes were identified – bespoke learning, affect and support – that significantly impact motivation and learning outcomes in programming education. It was also found that students are already making extensive use of large language models (LLMs). LLMs can significantly improve learner autonomy and sense of competence by improving the options for bespoke learning; fostering emotions that are conducive to engendering and maintaining motivation; and inhibiting the negative affective states that discourage learning. However, current LLMs cannot adequately provide or replace social support, which is still a key factor in learner motivation. Research limitations/implications Integrating the use of LLMs into curricula can improve learning motivation and outcomes. It can also free educators from certain tasks, leaving them with more time and capacity to focus their attention on developing social learning opportunities to further enhance learner motivation. Originality/value To the best of the authors’ knowledge, this is the first attempt to explore the relationship between motivation and LLM use in programming education.

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What drives undergraduates’ effort and persistence in learning programming

Cited by 2 publications

References 79 publications

Coding Decoded: Exploring Course Achievement and Gender Disparities in an Online Flipped Classroom Programming Course

Coding Decoded: Exploring Course Achievement and Gender Disparities in an Online Flipped Classroom Programming Course

Programming education and learner motivation in the age of generative AI: student and educator perspectives

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