Anxiety in Programming Course of University Students: Does It Affect Students’ Performance?
##plugins.themes.bootstrap3.article.main##
Abstract
In the context of programming, anxiety typically refers to the feeling of unease or worry that can arise when working on software development tasks or projects. It is a psychological and emotional response to the challenges and uncertainties that programmers often face. In this study, undergraduate students of Computer and Electricical Engineering often work under strict deadlines and face pressure to deliver high-quality code. In this study, undergraduate students often work under strict deadlines and face pressure to deliver high-quality code. This can lead to anxiety as they strive to meet expectations and complete tasks on time. Programming involves solving complex problems, and sometimes the solutions are not immediately apparent. This can create anxiety as programmers grapple with uncertainty and the fear of making mistakes for undergraduate students. The purpose of this quantitative study was to look into anxiety as the root cause of students' poor programming performance. The results of this study will aid in providing the most effective approach for instructing and learning programming courses in order to generate competent programmers for use in business settings and higher education. Data for this quantitative study were gathered via the questionnaire. The study found that the degree of unfavourable beliefs about control in computing scenarios and the low level of computing self-efficacy found in this study indicate that computer programming course designers must come up with ways to boost students' confidence and motivation.
##plugins.themes.bootstrap3.article.details##
[2] Nikula, U., Gotel, O., & Kasurinen, J. (2011). “A motivation guided holistic rehabilitation of the first programming course”. ACM Transactions on Computing Education, 11(4).
[3] Malcolm, C., Teague, D., & Thomas, R. N. (2010). “Engaging Students in Programming”. 12th Australasian Computing Education Conference (ACE 2010), 63–72.
[4] Baist, A., & Pamungkas, A. S. (2017). “Analysis of Student Difficulties in Computer Programming”. VOLT : Jurnal Ilmiah Pendidikan Teknik Elektro, 2(2), 81. https://doi.org/10.30870/volt.v2i2.2211
[5] Umar, I. N., & Hui, T. H. (2012). “Learning Style, Metaphor and Pair Programming: Do they Influence Performance?” Procedia - Social and Behavioral Sciences, 46, 5603–5609. https://doi.org/10.1016/j.sbspro.2012.06.482
[6] Radošević, D., Orehovački, T., & Lovrenčić, A. (2009). “Verificator: Mokomoji priemonė programavimui mokytis”. Informatics in Education, 8(2), 261–280.
[7] Owolabi, J., Olanipekun, P., & Iwerima, J. (2014). “Mathematics Ability and Anxiety, Computer and Programming Anxieties, Age and Gender as Determinants of Achievement in Basic Programming”. GSTF Journal on Computing (JoC), 3(4), 109–114. https://doi.org/10.7603/s40601-013-0047-4
[8] Ashcraft, M. H., & Kirk, E. P. (2001). “The relationships among working memory, math anxiety, and performance”. Journal of Experimental Psychology: General, 130(2), 224–237. https://doi.org/10.1037/0096-3445.130.2.224
[9] Acelejado, M. J. (2003). “The impact of using Technology on students’ achievement, attitude and anxiety in Mathematics”.
[10] McInerney, V. (1997). Computer Anxiety: “Assessment and Treatment”. The University of Western Sydney Macarthur. https://doi.org/10.1145/2048931.2048935
[11] Marcoulides, G. A. (1988). “The Relationship between Computer Anxiety and Computer Achievement”. Journal of Educational Computing Research, 4(2), 151–158. https://doi.org/10.2190/j5n4-24hk-567v-at6e
[12] Speier, C., Morris, M. G., & Briggs, C. M. (1995). “Attitudes Toward Computers: The Impact on Performance”. Americas Conference on Information Systems.
[13] Mayer, R. E. (2009). “Multimedia Learning”. Cambridge University Press.
[14] Pea, R. D., & Kurland, D. M. (1984). “On The Cognitive Effects of Learning Computer Programming”. New Ideas Psychology, 2, 147–168.
[15] Connolly, C., Murphy, E., & Moore, S. (2009). “Programming Anxiety Amongst Computer Students-A Key in the Retention Debate?” IEEE Transactions on Education, 52(1), 52–56.
[16] Creswell, J. W. (2014). “Research Design: Qualitative, Quantitative, and Mixed Methods Approaches”. In News.Ge. SAGE Publications.
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.