SELF-EFFICACY AND PROGRAMMING COMPETENCIES OF 4TH YEAR

BACHELOR OF SCIENCE IN COMPUTER SCIENCE STUDENTS

OF EMA EMITS COLLEGE PHILIPPINES S.Y.2023-2024

An Undergraduate Research

Presented to the Faculty of Senior High School Department

EMA EMITS COLLEGE PHILIPPINES

M.H. del Pilar St., Pinamalayan, Oriental Mindoro

In Partial fulfilment of the Requirement for the Program

INFORMATION COMMUNICATION TECHNOLOGY

by:

CABRAL, KIYONHI L.

CERVANTES, CEJAY S.
 DELA CRUZ, ALEXISS D.

DELA CRUZ, MARK JHANG JAY C.

ESTAREJA, ERVYNE D.

SOTTO, KRISTINE JOY M.

2023

Chapter1

INTRODUCTION

The Background of the Study

The dynamic nature of the field of computer science demands continuous

adaptation and proficiency from its practitioners. As student progress through their

academic journey, especially in the final year of their Bachelor of Science in

Computer Science (BSCS) program, it becomes imperative to assess their self-

efficacy beliefs and programming competencies with a nuanced focus.

Self-efficacy, rooted in Bandura's social cognitive theory (1977), refers to an

individual's belief in their capability to execute tasks and achieve specific goals. In the

context of computer science education, self-efficacy plays a crucial role in shaping

learning outcomes and influencing academic and professional success.

The fourth year of the BSCS program, on the other hand marks a critical

juncture where students are expected to demonstrate mastery of core programming

skills and a deep understanding of advanced computer science concepts. This stage in
their academic journey sets the foundation for their transition into the professional

realm, making it essential to understand the nuanced relationship between self-

efficacy beliefs and programming competencies.

While previous research has shed light on the significance of self-efficacy in

influencing learning behaviors, motivation, and academic performance, there remains

a research gap specific to the intricate relationship between self-efficacy and

programming competencies, particularly in the advanced stages of undergraduate

studies.

Related studies in the field of computer science education have explored the

influence of self-efficacy on learning outcomes. For instance, Smith and Jones (2018)

investigated the impact of self-efficacy beliefs on programming performance among

computer science students, emphasizing the role of self-perception in programming

tasks. Additionally, the work of Chen et al. (2019) delved into the connection between

self-efficacy and specific programming languages, highlighting variations in self-

efficacy beliefs across different language domains.

This study seeks to address this gap by investigating the levels of self-efficacy

among 4th-year BSCS students, focusing on their beliefs in basic syntax

understanding, error handling, and memory management. Additionally, the research

aims to explore the levels of programming competency among these students in C++

programming, Python programming, and JavaScript programming.

Understanding the extent of students' self-efficacy beliefs in terms of basic

syntax understanding, error handling, and memory management, as well as assessing

their programming competency in C++, Python, and JavaScript, will provide a

comprehensive view of their readiness for the demands of the professional landscape.
 The findings of this research may have practical implications for computer

science educators, curriculum developers, and policymakers. By identifying specific

areas within self-efficacy and programming competencies, educational institutions can

tailor their programs to enhance the learning experiences of 4th-year BSCS students.

This study not only contributes to the existing body of knowledge on the psychology

of learning in computer science education but also builds upon related studies,

offering insights that can inform targeted interventions and support systems for

students as they prepare to enter the professional field of computer science.

Statement of the Problem

This study aims to asses and find out the relation of self-efficacy belief and

programming competency of 4th year BSCS students in Ema Emits College

Philippines S.Y. 2023-2024.

Specially, it seeks answer to the following question:

1.What is the perception of 4th year BSCS students on the extent of their self-efficacy

belief in terms of:

1.1 basic syntax understanding;

1.2 error handling; and

1.3 memory management?

2.What is the perception of 4 th year BSCS on the level of their programming

competency in the terms of:

2.1 c++ programming;

2.2 phyton programming; and

3. Is there a significant relationship between the extent of self-efficacy belief and the

level of their programming competency of the 4th year BSCS Students at Ema Emits

College Philippines for the S.Y. 2023-2024?

Significance of the Study

This study would be of great significant to the following:

Computer Science Educator. Educators can use the study findings to

enhance teaching methods and develop interventions that address specific challenges

faced by 4th-year BSCS students in mastering programming skills.

Curriculum Development. Curriculum developers can adapt computer

science curricula by incorporating insights from the study, making them more

responsive to industry demands and supportive of student development.

Educational Institutions. Institutions can refine computer science programs

based on the study, ensuring they align with industry needs and providing students

with more effective preparation for professional roles.

Future Researchers. Fellow researchers can build upon this study to deepen

their understanding of the relationship between self-efficacy and programming

competencies, contributing to the academic discourse and inspiring further

investigations in the field.

decisions about educational policies and standards, contributing to the improvement

of computer science education at the tertiary level.

Students. 4th-year BSCS students can benefit directly by understanding their

strengths and areas for improvement, guiding their learning strategies and better

preparing them for entry into the professional field.

Scope and Delimitation

This study aims to explore the intricate relationship between self-efficacy

beliefs and programming competencies among 4th-year Bachelor of Science in

Computer Science (BSCS) students at Ema Emits College Philippines during the

academic year 2023-2024. The investigation will specifically focus on gauging the

perceptions of 4th-year BSCS students regarding basic syntax understanding, error

handling, and memory management. Additionally, it will assess the programming

competency levels of 4th-year BSCS students in C++, Python, and JavaScript.

Moreover, the study will seek to establish a significant relationship between the extent

of self-efficacy beliefs and the programming competency levels of 4th-year BSCS

students.

Despite these goals, it's important to recognize certain limitations. The

findings broader understanding of self-efficacy and programming competencies

across different situations. Despite these limitations, the study holds significance in

providing insights into the self-efficacy and programming skills of BSCS students at

Ema Emits College Philippines within the specified time frame.

The following terms used in this study are hereby defined operationally:

Basic syntax understanding. This refers to understanding the rules and

structure that govern how code is written in a special programming language. Syntax

determines the correct arrangement of symbols, keywords, and punctuation marks that

make up a valid program or command.

C++. This refers to an object-oriented computer language created by notable

computer scientist Bjorne Stroustrop as part of the evolution of the C family of

languages. It was developed as a cross-platform improvement of c to provide

developers with a higher degree of control over memory and system resources

(Margaret Rouse 2021).

Error handling. This refers to the process of detecting, preventing and

managing errors or exceptions that may occur during software release. It involves

implementing mechanisms to detect and respond to errors in a controls and elegant

wat with the goal of preventing the program from crashing or producing false result.

Memory management. This refers to the process of successing and realizing

a memory resource. This includes tasks such as monitoring available memory,

allocating memory to different processes or programs, and ensuring that memory

resources are used efficiency and effectively.

Theoretical Framework
 The theoretical framework for this study draws upon several key concepts

from educational psychology, particularly Bandura's Social Cognitive Theory (1977),

and integrates elements of programming education and competency models. The

framework aims to provide a comprehensive understanding of the relationship

between self-efficacy beliefs and programming competencies among 4th-year

Bachelor of Science in Computer Science (BSCS) students. Albert Bandura's Social

Cognitive Theory emphasizes the role of observational learning, imitation, and

modelling in shaping an individual's behavior, including self-efficacy beliefs.

According to Bandura, individuals learn by observing others and their experiences,

influencing their beliefs in their own capabilities.

In the context of this study, Bandura's theory serves as the foundational

framework for understanding how 4th-year BSCS students' self-efficacy beliefs are

influenced by their observations and experiences in programming tasks. The study

adopts Bandura's concept of self-efficacy, which refers to an individual's belief in

their ability to perform specific tasks. In the field of computer science education, self-

efficacy is crucial for students to navigate complex programming tasks. The research

explores how 4th-year BSCS students perceive their self-efficacy in basic syntax

understanding, error handling, and memory management—essential components of

programming.

Programming competencies encompass the skills and abilities required to

effectively write, debug, and manage code. This study evaluates the programming

competencies of 4th-year BSCS students in three programming languages: C++,

Python, and JavaScript. The competencies include understanding syntax, handling

errors, and managing memory, aligning with the specific challenges posed in the
advanced stages of the BSCS program. Building on Bandura's theory, the framework

incorporates the social aspect of learning in the programming context.

Students' observations of their peers, interactions with instructors, and

collaborative learning experiences contribute to the development of both self-efficacy

beliefs and programming competencies. The study considers the social dynamics

within the academic environment as influential factors. The theoretical framework

acknowledges that self-efficacy beliefs and programming competencies are malleable

and can be enhanced through targeted interventions. Educational institutions,

informed by the study's findings, can develop teaching methods, curriculum

adjustments, and support systems tailored to address the specific challenges identified

by 4th-year BSCS students.

The study incorporates elements from Cognitive Load Theory, recognizing

that certain programming tasks may impose varying levels of cognitive load on

students. Understanding the relationship between self-efficacy and programming

competencies involves considering how cognitive load influences the learning

process, especially in mastering syntax, error handling, and memory management. In

summary, this theoretical framework integrates Bandura's Social Cognitive Theory

with specific elements from programming education and competency models. It

provides a lens through which the intricate relationship between self-efficacy beliefs

and programming competencies can be examined, taking into account the social,

cognitive, and educational dimensions of the learning process among 4th-year BSCS

students.
Conceptual Framework

Extent of self-efficacy belief in Level of C++ programming mastery

terms of: in terms of:

1. Basic Syntax Understanding 1. C++ Programming

2. Error Handling 2. Phyton Programming

3. Memory Management 3. Java Script Programming

Figure 1. Hypothesized Relationship Between Variables

The conceptual model presents the hypothesized relationship between

variables. The first variable is the perception of student respondents on the extent of

their self-efficacy belief in terms of basic syntax understanding, error handling, and

memory management.
 On the other hand, in the second variable is the perception of the student’s

respondents on the level of their programming competency in terms of c++

programming, phyton programming, and javaScript programming.

The arrow signifies the significant relationship between these variables.

Theoretical Framework

The theoretical framework for this study draws upon several key concepts

from educational psychology, particularly Bandura's Social Cognitive Theory (1977),

and integrates elements of programming education and competency models. The

framework aims to provide a comprehensive understanding of the relationship

between self-efficacy beliefs and programming competencies among 4th-year

Bachelor of Science in Computer Science (BSCS) students. Albert Bandura's Social

Cognitive Theory emphasizes the role of observational learning, imitation, and

modeling in shaping an individual's behavior, including self-efficacy beliefs.

According to Bandura, individuals learn by observing others and their experiences,

influencing their beliefs in their own capabilities.

In the context of this study, Bandura's theory serves as the foundational

framework for understanding how 4th-year BSCS students' self-efficacy beliefs are

influenced by their observations and experiences in programming tasks. The study

adopts Bandura's concept of self-efficacy, which refers to an individual's belief in

their ability to perform specific tasks. In the field of computer science education, self-

efficacy is crucial for students to navigate complex programming tasks. The research

explores how 4th-year BSCS students perceive their self-efficacy in basic syntax
understanding, error handling, and memory management—essential components of

programming.

Programming competencies encompass the skills and abilities required to

effectively write, debug, and manage code. This study evaluates the programming

competencies of 4th-year BSCS students in three programming languages: C++,

Python, and JavaScript. The competencies include understanding syntax, handling

errors, and managing memory, aligning with the specific challenges posed in the

advanced stages of the BSCS program. Building on Bandura's theory, the framework

incorporates the social aspect of learning in the programming context.

Students' observations of their peers, interactions with instructors, and

collaborative learning experiences contribute to the development of both self-efficacy

beliefs and programming competencies. The study considers the social dynamics

within the academic environment as influential factors. The theoretical framework

acknowledges that self-efficacy beliefs and programming competencies are malleable

and can be enhanced through targeted interventions. Educational institutions,

informed by the study's findings, can develop teaching methods, curriculum

adjustments, and support systems tailored to address the specific challenges identified

by 4th-year BSCS students.

The study incorporates elements from Cognitive Load Theory, recognizing

that certain programming tasks may impose varying levels of cognitive load on

students. Understanding the relationship between self-efficacy and programming

competencies involves considering how cognitive load influences the learning

process, especially in mastering syntax, error handling, and memory management. In

summary, this theoretical framework integrates Bandura's Social Cognitive Theory

provides a lens through which the intricate relationship between self-efficacy beliefs

and programming competencies can be examined, taking into account the social,

cognitive, and educational dimensions of the learning process among 4th-year BSCS

students.

Questioner on

SELF-EFFUCACY AND PROGRAMMING COMPUTER COMPETENCIES

OF 4TH YEAR BACHELOR OF SCIENCE IN COMPUTER SCIENCE

STUDENTS OF EMA EMITS COLLEGE PHILIPPINES S.Y. 23023-2024

Direction: Please answer honestly, Indicate the strength of your agreement about the

extent of the vendor’s personal attributes. The following statement utilizing a scale in

which:

5- Strongly Agree 1- Strongly Disagree

3- Neutral 2- Disagree

4- Agree

How do you rate the following factors in terms of: 5 4 3 2 1

1.1 Basic syntax understanding

1.1.1 I encounter syntax errors in my code, frustration creeps in,

making the debugging process a bit challenging.

1.1.2. I often find it quite challenging to grasp the syntax of new

programming languages, struggling to quickly adapt and

comprehend the intricacies. It's a persistent difficulty that

1.1.3. I personally struggle significantly when trying to

understand the syntax of new programming languages.

1.1.4 I struggle when attempting to review and understand the

syntax of an unfamiliar programming language.

1.1.5 My approach often involves a slow and challenging

process, and I find it difficult to grasp the nuances efficiently,

hampering my overall understanding of the language.

1.2 Handling error 5 4 3 2 1

1.2.1. I struggle with using version control systems to track

changes and identify errors in my code, often finding it

confusing and time-consuming. It adds an extra layer of

complexity that I find frustrating.

1.2.2. I find myself grappling with issues and debugging

challenges more frequently, and it's an aspect of coding where I

feel inadequately prepared, hindering my overall competence.

1.2.3. I frequently find myself overwhelmed and stressed when

confronted with programming errors in my code.

1.2.4. I often feel discouraged from experimenting with

handling coding techniques due to the fear of introducing

errors.

1.2.5. The pressure to rapidly resolve errors in my code is a

constant source of stress for me. It tends to push me towards

quick fixes rather than thorough solutions, impacting the

1.3 Memory Management 5 4 3 2 1

1.3.1 I lack confidence in my understanding of memory

management concepts in programming, often finding it

challenging to effectively optimize resource usage. It's an

aspect that tends to be a source of frustration for me.

1.3.2 My understanding is limited, and I often find it

challenging to strike a balance, leading to potential memory-

related issues that I may not catch until later stages of

development.

1.3.3 I struggle with the nuanced approach to memory

allocation and de-allocation when developing a program.

1.3.4 I often face difficulties ensuring effective communication

and collaboration regarding memory management practices

when working on a team project.

1.3.5 My efforts to convey and implement these practices are

often met with confusion, leading to a lack of cohesion and

potentially compromising the overall performance of the

project.
1.4 C++ Programming 5 4 3 2 1

1.4.1 My overall proficiency in C++ programming is somewhat

lacking. I struggle with certain aspects and often find myself

facing challenges that hinder my efficiency in working with the

language.

1.4.2. I struggle to ensure effective encapsulation and

abstraction when working with classes and objects in C++.

1.4.3. My attempts at organizing code often result in a

convoluted structure, making it challenging for me to maintain

a clear separation of concerns. This impacts the overall

organization and readability of my code.

1.4.4. I rarely find myself effectively utilizing pointers in my

C++ projects, and when I attempt to incorporate them, it often

leads to confusion and errors.

1.4.5. The challenges they introduce tend to outweigh the

potential advantages, creating a cumbersome experience in my

coding tasks.
1.5 Phython Programming 5 4 3 2 1

1.5.1 My overall proficiency in Python programming is

somewhat lacking. I often struggle with certain aspects, and my

efficiency in handling tasks with the language leaves much to

be desired.

1.5.2 Transitioning from Python 2 to Python 3 in my projects

has posed significant challenges, particularly in maintaining

backward compatibility.

1.5.3 Adapting existing code to meet the requirements of

Python 3 has been a complex process, leading to occasional

issues and disruptions in the workflow.

1.5.4 I've encountered challenges with Python's limited support

for low-level programming, hindering my ability to optimize

certain aspects of my code.

1.5.5 I often struggle to cope with Python's notorious

dependency hell when managing project dependencies.

1.6.1 I rarely engage in collaborative JavaScript programming,

like pair programming or code reviews, which has

unfortunately hindered the growth of my coding skills.

1.6.2 I've grappled with frustrations arising from JavaScript's

loosely-typed nature, often resulting in unexpected runtime

errors in my code.

1.6.3 Managing and anticipating data types can be a source of

confusion, making it challenging to catch potential issues

during development.

1.6.4 The reliability of my applications took a hit as I grappled

with the repercussions of this inherent flexibility.

1.6.5 Typing in JavaScript turned my coding endeavors into a

maze of runtime errors, proving to be a formidable challenge to

debug and rectify.