Factors that influence students' programming skills: a case study from a Nigerian university

IDEMUDIA, Efosa C., DASUKI, Salihu and OGEDEBE, Peter (2016). Factors that influence students' programming skills: a case study from a Nigerian university. International Journal of Quantitative Research in Education, 3 (4), p. 277.

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Official URL: https://www.inderscienceonline.com/doi/abs/10.1504...
Link to published version:: https://doi.org/10.1504/IJQRE.2016.082394


Most university students do not write programming codes, because writing programming codes involves hard work, dedication, interest, self-motivation, perseverance, and access to the appropriate resources (i.e. textbook, hardware, and software). To address this issue, we conducted research using the unified theory of acceptance and use of technology (UTAUT) as the theoretical background for our research model. The results from our structural equation modelling show that students write and use programming codes if they have a positive perceived behavioural intention to write programming codes. Furthermore, our results show that behavioural intention to program is predicted by factors such as performance expectancy, self-efficacy, anxiety, and habit, which explains why most software companies are using these factors effectively and efficiently to develop software. Our study has a variety of practical and research implications relating to syllabi, course, and curricula developments in the computer science discipline.

Item Type: Article
Research Institute, Centre or Group - Does NOT include content added after October 2018: Cultural Communication and Computing Research Institute > Communication and Computing Research Centre
Departments - Does NOT include content added after October 2018: Faculty of Science, Technology and Arts > Department of Computing
Identification Number: https://doi.org/10.1504/IJQRE.2016.082394
Page Range: p. 277
Depositing User: Salihu Dasuki
Date Deposited: 13 Feb 2018 15:00
Last Modified: 18 Mar 2021 15:31
URI: https://shura.shu.ac.uk/id/eprint/18656

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