View in EDS

Examining Factors Predicting Programming Self-Efficacy for Computer Information Systems Students

Saved in:
Bibliographic Details
Title: Examining Factors Predicting Programming Self-Efficacy for Computer Information Systems Students
Language: English
Authors: Ramadan Abdunabi, Ilham Hbaci, Teddy Nyambe
Source: Information Systems Education Journal. 2024 22(5):46-58.
Availability: Information Systems and Computing Academic Professionals. Box 488, Wrightsville Beach, NC 28480. e-mail: publisher@isedj.org; Web site: http://isedj.org
Peer Reviewed: Y
Page Count: 13
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Influences, Programming, Self Efficacy, Computer Science Education, Information Systems, Skill Development, College Students, Student Characteristics, Teaching Methods, Student Attitudes, Learner Engagement, Value Judgment, Time on Task, Help Seeking, Teaching Assistants, Learning Activities, Personal Autonomy, Persistence, Aspiration
Abstract: Programming is a major subject in various Information Systems (IS) programs, with students often finding it a challenging skill to acquire. While there is extensive literature on factors helping students learn to program, most of which focuses on non-IS students. Due to the increasing demand for professionals with programming skills, there is a pressing need for further research on factors that could enhance learning programming skills at the higher education level. One promising approach to address this issue involves examining students' internal characteristics, their programming self-efficacy, and its connection to instructional methods that can enhance it. This study adopted a quantitative research design to evaluate students' programming self-efficacy. A survey was conducted to measure students' beliefs in their programming competence and engagement in various instructional activities, including the value they attributed to learning programming, the time spent practicing, and the frequency they sought guidance from teaching assistants (TA). Through a hierarchical multiple regression analysis, this work investigated how these mentioned variables could predict student-programming self-efficacy. The results indicated that the value students placed on learning programming emerged as the most significant predictor for programming self-efficacy. On the other hand, there was no substantial evidence that the practice time or consulting TA predict programming self-efficacy and the practice time or consulting TA. These findings suggest that educators and instructional designers need to emphasize the practicality and importance of learning how to program to enhance students' perceived value.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1448912
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1448912
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: EJ1448912
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Examining Factors Predicting Programming Self-Efficacy for Computer Information Systems Students
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Ramadan+Abdunabi%22">Ramadan Abdunabi</searchLink><br /><searchLink fieldCode="AR" term="%22Ilham+Hbaci%22">Ilham Hbaci</searchLink><br /><searchLink fieldCode="AR" term="%22Teddy+Nyambe%22">Teddy Nyambe</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Information+Systems+Education+Journal%22"><i>Information Systems Education Journal</i></searchLink>. 2024 22(5):46-58.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Information Systems and Computing Academic Professionals. Box 488, Wrightsville Beach, NC 28480. e-mail: publisher@isedj.org; Web site: http://isedj.org
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 13
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2024
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Influences%22">Influences</searchLink><br /><searchLink fieldCode="DE" term="%22Programming%22">Programming</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Science+Education%22">Computer Science Education</searchLink><br /><searchLink fieldCode="DE" term="%22Information+Systems%22">Information Systems</searchLink><br /><searchLink fieldCode="DE" term="%22Skill+Development%22">Skill Development</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Characteristics%22">Student Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Learner+Engagement%22">Learner Engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Value+Judgment%22">Value Judgment</searchLink><br /><searchLink fieldCode="DE" term="%22Time+on+Task%22">Time on Task</searchLink><br /><searchLink fieldCode="DE" term="%22Help+Seeking%22">Help Seeking</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Assistants%22">Teaching Assistants</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Activities%22">Learning Activities</searchLink><br /><searchLink fieldCode="DE" term="%22Personal+Autonomy%22">Personal Autonomy</searchLink><br /><searchLink fieldCode="DE" term="%22Persistence%22">Persistence</searchLink><br /><searchLink fieldCode="DE" term="%22Aspiration%22">Aspiration</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Programming is a major subject in various Information Systems (IS) programs, with students often finding it a challenging skill to acquire. While there is extensive literature on factors helping students learn to program, most of which focuses on non-IS students. Due to the increasing demand for professionals with programming skills, there is a pressing need for further research on factors that could enhance learning programming skills at the higher education level. One promising approach to address this issue involves examining students' internal characteristics, their programming self-efficacy, and its connection to instructional methods that can enhance it. This study adopted a quantitative research design to evaluate students' programming self-efficacy. A survey was conducted to measure students' beliefs in their programming competence and engagement in various instructional activities, including the value they attributed to learning programming, the time spent practicing, and the frequency they sought guidance from teaching assistants (TA). Through a hierarchical multiple regression analysis, this work investigated how these mentioned variables could predict student-programming self-efficacy. The results indicated that the value students placed on learning programming emerged as the most significant predictor for programming self-efficacy. On the other hand, there was no substantial evidence that the practice time or consulting TA predict programming self-efficacy and the practice time or consulting TA. These findings suggest that educators and instructional designers need to emphasize the practicality and importance of learning how to program to enhance students' perceived value.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2024
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1448912
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1448912
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 13
        StartPage: 46
    Subjects:
      – SubjectFull: Influences
        Type: general
      – SubjectFull: Programming
        Type: general
      – SubjectFull: Self Efficacy
        Type: general
      – SubjectFull: Computer Science Education
        Type: general
      – SubjectFull: Information Systems
        Type: general
      – SubjectFull: Skill Development
        Type: general
      – SubjectFull: College Students
        Type: general
      – SubjectFull: Student Characteristics
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Learner Engagement
        Type: general
      – SubjectFull: Value Judgment
        Type: general
      – SubjectFull: Time on Task
        Type: general
      – SubjectFull: Help Seeking
        Type: general
      – SubjectFull: Teaching Assistants
        Type: general
      – SubjectFull: Learning Activities
        Type: general
      – SubjectFull: Personal Autonomy
        Type: general
      – SubjectFull: Persistence
        Type: general
      – SubjectFull: Aspiration
        Type: general
    Titles:
      – TitleFull: Examining Factors Predicting Programming Self-Efficacy for Computer Information Systems Students
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Ramadan Abdunabi
      – PersonEntity:
          Name:
            NameFull: Ilham Hbaci
      – PersonEntity:
          Name:
            NameFull: Teddy Nyambe
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2024
          Numbering:
            – Type: volume
              Value: 22
            – Type: issue
              Value: 5
          Titles:
            – TitleFull: Information Systems Education Journal
              Type: main
ResultId 1