Examining The Effect Of Self-Concept, Students’ Computer Programming Interest And Computer Programming Anxiety On Students’ Computer Programming Achievement

Abstract

The poor performances of students in computer programming have been attributed to several factors over the years. Studies have attributed factors such as inadequate teaching personnel and resource, anxiety and fear of computer programming, poor teaching methods and interest of students to the poor performance of students in the subject. This study sought to investiagte the effect of self-concept, student computer programming interest and computer programming anxiety on students’ computer programming achievement. This study used a quantitaive appraoch and adopted a descriptive survey design. A Likert scale questionnaire measuring all the constructs was given to 300 students who were selected using proportionate stratified and simple random sampling techniques from the Akenten Appiah-Menka University of Skills Training and Entrepreneurial Development in the Ashanti Region of Ghana. It was discovered that anxiety has no noticeable direct impact on computer programming achievement. There is no significant direct effect of Self-Concept on Computer Programming Achievement. It was found that there was a highly significant statistical relationship between Interest and Computer Programming Achievement. In other words, Interest has a strong direct impact on computer programming achievement. Therefore, it was suggested that computer programming instructors be encouraged to make computer programming classes engaging so that students will develop interest for the subject. Instructors should develop strategies for encouraging students to have positive self-concepts in computer programming. XII