Examining the factors affecting university students' perceived learning levels of programming

The aim of this study is to determine the relationship between university students' attitudes towards programming, motivation, anxiety, self-efficacy perceptions and perceived learning levels of programming and to determine the level of prediction of these variables on perceived learning levels of programming. The predictive correlational survey model 207 students who were studying at Selçuk University in the spring semester of the 2023-2024 academic year and had taken any course about programming. The data were collected online through Google Forms using demographic information form, 'Computer Programming Attitude Scale', 'Motivation to Learn in Computer Programming Courses Scale', 'Computer Programming Self-Efficacy Scale for Computer Literacy Education', 'Computer Programming Anxiety Scale', 'Perceived Learning Scale'. In data analysis, arithmetic mean, frequency and percentage calculations were used in descriptive analysis. In addition, independent sample t-test, one-way analysis of variance, Pearson correlation analysis and multiple regression analysis were used. According to the result of the study, it was concluded that university students' attitudes towards programming, motivation, self-efficacy perceptions and perceived learning were at a high level, and their anxiety towards programming was at a medium level. Within the scope of the study, attitude towards programming, motivation, self-efficacy perception, anxiety and perceived learning variables were examined according to gender, years of experience in programming and number of programming courses taken. According to the results, it was found that self-efficacy perception towards programming differed significantly according to the factors of number of programming courses taken and years of programming experience, anxiety towards programming differed significantly according to the factors of gender and years of programming experience, and perceived learning differed significantly according to the factor of years of programming experience. In addition, perceived learning towards programming was found to have a positive and significant relationship with attitude towards programming, motivation and self-efficacy perception variables, while it was found to have a negative and significant relationship with anxiety variable. Finally, it was found that attitude towards programming, motivation, self-efficacy perception and anxiety variables together significantly predicted perceived learning towards programming.