Mühendislik öğrencilerinin programlama öz-yeterlikleri algı düzeylerinin belirlenmesi ve öğrencilerin programlama hakkındaki görüşleri

Abstract

Computer programming is a critical skill for engineering students, and self-efficacy in this domain directly influences their learning. This study examined engineering students' self-efficacy levels in computer programming and their opinions about the programming course. A mixed-methods approach was adopted in a study conducted at the Faculty of Engineering of a state university in Turkey during the 2022-2023 Spring Semester. Accordingly, two-stage data were collected, comprising quantitative data from 355 students and qualitative data from 12 students. The Computer Programming Self-Efficacy Scale and a semi-structured interview form were used as data collection tools. Findings indicated that students had a moderate overall level of self-efficacy (X=63.86). While cooperation and logical thinking dimensions had high scores, algorithm development scored relatively low. Gender did not significantly affect self-efficacy; however, department, computer ownership, and number of programming courses taken did. Qualitative findings emphasized the importance of algorithm design, debugging, and collaboration in developing self-efficacy. The study highlights the need to revise curricula to strengthen students' algorithmic thinking and practical skills in programming.Computer programming is a critical skill for engineering students, and self-efficacy in this domain directly influences their learning. This study examined engineering students' self-efficacy levels in computer programming and their opinions about the programming course. A mixed-methods approach was adopted in a study conducted at the Faculty of Engineering of a state university in Turkey during the 2022-2023 Spring Semester. Accordingly, two-stage data were collected, comprising quantitative data from 355 students and qualitative data from 12 students. The Computer Programming Self-Efficacy Scale and a semi-structured interview form were used as data collection tools. Findings indicated that students had a moderate overall level of self-efficacy (X=63.86). While cooperation and logical thinking dimensions had high scores, algorithm development scored relatively low. Gender did not significantly affect self-efficacy; however, department, computer ownership, and number of programming courses taken did. Qualitative findings emphasized the importance of algorithm design, debugging, and collaboration in developing self-efficacy. The study highlights the need to revise curricula to strengthen students' algorithmic thinking and practical skills in programming.