Theory of Programming Adoption

Abstract

Experience in teaching up to university level in computer programming has proven to be a challenge due to the fact that many students did not have a proper exposure to programming during high school. There are teaching and learning theories that describes how teachers teach and students receive, process, and retain knowledge during learning. In literature, there is no theory that have been developed for programming adoption. Thus, the study developed theory of programming adoption. In testing the theory of programming adoption, descriptive and explanatory design was used to help test the model whether it fit the theory or not. The study covered programming students where these students were contacted through Google Forms to answer a questionnaire. Quota sampling technique was used because the study wanted to get as many programming students across the world. A total of 237 programming students took part in the survey. SPSS, AMOS and PROCESS macro were used to analyze the study and test the theory. The Theory of Programming Adoption shows that tutorials, project work and accessibility of resources on the internet have a strong significant effect on students� perception with 139.59%, 27.52% and 98.79% respectively. The highest mediating effect was a mediating effect of students� perception in the relationship between project work and programming adoption with a positive coefficient value of.6472, representing 64.72%. As such, the adoption of computer programming will be higher. The researchers recommend that the TPA should be used to enhance the theoretical knowledge of future studies. � The Author(s), under exclusive license to Springer Nature Switzerland AG 2024.