Asian Journal of Education and Social Studies

Many BSIT students struggle with low self-efficacy and inconsistent attitudes towards programming, which can hinder their learning progress and overall performance in programming courses. Addressing this gap is essential for understanding how students' mindsets shape their ability to succeed in IT education. This study investigated the relationship between attitudes towards learning computer programming and programming self-efficacy among BSIT students. The study used a descriptive-correlational design and included 215 enrolled BSIT students selected through total enumeration. Questionnaires were used to measure attitudes in terms of willingness, negativity, and perceived necessity, as well as programming self-efficacy in terms of independence, persistence, and ambition in programming tasks. The results showed that students' attitudes towards learning programming were moderate. Willingness was high, whereas negativity and perceived necessity were moderate. Programming self-efficacy was generally high, with high ratings for ambition and independence/persistence, suggesting that students were generally confident in completing programming tasks despite having only moderate overall attitudes towards learning programming. Correlation analysis shows a positive relationship between attitude and self-efficacy (r = .456), indicating that students who hold more favorable attitudes toward learning programming also tend to exhibit higher levels of confidence in programming tasks. Regression analysis shows that the willingness to interact with programming and perceived necessity are together predictive of self-efficacy, explaining about 43% of the variance (R² = .434). Negativity did not predict self-efficacy. In practical terms, students who were more motivated to learn and viewed programming as important were likely to have greater confidence in performing programming tasks. Based on the findings, it is recommended that the learning process focus on increasing students' willingness to learn and explaining the importance of programming. This may increase students' confidence and enhance learning outcomes. The findings also support the objectives of providing quality education, preparing students for IT-related jobs, and providing equal opportunities for all students.