Perceptions of Classroom Learning Environments and Computer Self-Efficacy Beliefs of Computer Science Students

Abstract

Extensive studies have reported that students' computer self-efficacy beliefs are very important for students' academic achievement and outcomes. Students' levels of computer self-efficacy have been shaped by many factors including perceptions of classroom learning environments which are consistent with these study findings. Our survey study collected from 549 undergraduate participants who study in computer science major in Thailand. We discovered that there were relationships between perceptions of classroom learning environments, gender, high school programming experience, and computer self-efficacy beliefs (general computer and computer programming self-efficacy). In addition, hierarchical regression analysis demonstrated that perceptions of classroom environments were the best predictors to these beliefs and the other predicting factors were gender which males had higher in both beliefs than females and previous programming experience which predicted to only computer programming self-efficacy. The results from this study suggested computer self-efficacy beliefs of computer science students were varied from perceptions of classroom environment dimensions, gender, and previous programming experience.

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Author Information
Yuwarat Srisupawong, King Mongkut___s University of Technology Thonburi, Thailand
Ravinder Koul, The Pennsylvania State University, USA
Jariya Neanchaleay, King Mongkut___s University of Technology Thonburi, Thailand

• Category: ACEID2016, Oral Presentation, Paper Available
• Tag: Higher Education,

Posted by James Alexander Gordon

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