International Journal of Research Studies in Education

2023 Volume 12 Number 8, 101-112

Examining student experiences: Challenges and perception

in computer programming

Napalit, Francisco
Information Communications Technology Academy (iACADEMY), Philippines ([email protected])
Tanyag, Bennett ISSN: 2243-7703
Information Communications Technology Academy (iACADEMY), Philippines Online ISSN: 2243-7711
([email protected])
OPEN ACCESS
So, Carl Louie
Information Communications Technology Academy (iACADEMY), Philippines ([email protected])
Sy, Cecilia
Information Communications Technology Academy (iACADEMY), Philippines ([email protected])
San Pedro, Jay R.
Information Communications Technology Academy (iACADEMY), Philippines
([email protected])

Received: 1 November 2023 Revised: 13 November 2023 Accepted: 25 November 2023

Available Online: 25 November 2023 DOI: 10.5861/ijrse.2023.71

Abstract

This study investigates practical issues students face in learning computer programming,
exploring potential differences based on gender, degree program, and Senior High School
(SHS) track. In addition, this study examines and evaluates students' understanding of
computer programming courses, difficulties, and situations in learning computer
programming. The research investigates students' knowledge, difficulties, and experiences in
computer programming education. Results indicate that gender and program enrollment do
not significantly impact students' perceptions of programming difficulties or preferences for
practical learning contexts. Despite robust comprehension of fundamental concepts, students
consistently encounter design, syntax, and problem-solving challenges across gender and
program-based categories. However, significant variations in perceived understanding among
different programs highlight the need for tailored support. SHS track does not substantially
affect students' perceptions of programming difficulty. Recommendations include prioritizing
inclusivity in programming courses and offering tailored support based on program-specific
needs. Future research should explore additional factors influencing programming
experiences, such as teaching methods and individual learning styles, to inform effective
pedagogical strategies and resources. The overarching goal is to create a diverse and inclusive
programming education environment, ensuring equal opportunities for all students to excel in
computer programming.

Keywords: computer programming education, gender differences, program enrollment, senior

high school track, challenges in programming

© The Author(s) / Attribution-NonCommercial-NoDerivs CC BY-NC-ND

Napalit, F., Tanyag, B., So, C. L., Sy, C., & San Pedro, J. R.

Examining student experiences: Challenges and perception in computer programming

1. Introduction

In the ever-evolving technological landscape, including computer programming courses in primary

computing curricula offers significant advantages. These courses are particularly crucial for computer science
and information technology students who must acquire programming skills. Mastery of programming languages
is essential, necessitating a comprehensive understanding of the discipline (Cheah, 2020). Therefore, students
enrolled in programming courses must demonstrate proficiency in programming and logical principles, forming
a critical foundation for future computer science and information technology pursuits. Additionally, as
competition for computer programming roles intensifies, skills development among IT professionals becomes
increasingly vital for enhancing job performance (Vaidyanathan, 2020). Computer programming is recognized as
a creative endeavor that fosters problem-solving and innovation by leveraging interconnected algorithms in
specific languages to create customized computer programs. Through continuous refinement of their
programming skills, IT professionals can navigate the dynamic programming landscape, ensuring they remain
competitive in this evolving industry (Vaidyanathan, 2020).

Programming languages offer various approaches, each with distinct strengths and methodologies. After
acquiring fundamental programming skills, students must progress to a higher level of proficiency to enhance
their problem-solving abilities in tackling intricate computer-related issues. Achieving this skill level demands an
integrated strategy that combines critical thinking and computational prowess, enabling students to expand their
basic programming skills into advanced, refined problem-solving capabilities, resulting in significant success in
their programming pursuits (Harimurti et al., 2019).

Nevertheless, novice programmers often face many challenges and difficulties throughout their
programming studies, leading to elevated failure rates, unfavorable perceptions of programming courses, and
fear and apprehension. In response to these challenges, educators and institutions have introduced various
strategies to address the issues inherent in computer programming courses. However, despite the pivotal role of
programming as a skill for students in computing-related programs, performance hindrances stemming from the
difficulties encountered during the learning process may persist (Piwek & Savage, 2020). Furthermore, students
engaging in programming must cultivate a specific thought process with numerous programming concepts and
structures, which can be particularly challenging for many learners. Winslow (1996) outlines a four-step process
for identifying and resolving programming problems, involving problem evaluation, potential solution
determination, the transformation of the solution into a coded computer program, and the subsequent stages of
testing, review, and debugging.

At iACADEMY's School of Computing, first-year college students from various programs can enroll in
fundamental computing programming courses: Fundamentals of Programming (FUNDPROG) and Advanced
Programming (ADVAPROG). FUNDPROG, offered in the first trimester of their first year, focuses on instilling
core concepts such as process flowcharting, algorithm processes, and basic programming. In the second trimester
of their first year, students can progress to ADVAPROG, which builds upon the foundational knowledge from
FUNDPROG and explores more advanced programming concepts. Both courses are structured as 3-unit classes,
comprising one unit of laboratory sessions and two units of lecture classes. Success in these courses relies on
students' ability to develop a strong grasp of programming language syntax and parameters and skills in planning,
development, testing, and debugging.

Students face several challenges in programming courses, such as the steep difficulty level of learning,
especially for newcomers, and transitioning from fundamental concepts to more advanced programming can be
daunting. Students must master programming language syntax, and parameters can be tricky, potentially leading

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 Examining student experiences: Challenges and perception in computer programming
to code errors. Comprehending abstract programming concepts, such as process flowcharting and algorithm
processes, can be a hurdle for those with prior programming experience. Planning, developing, and testing code
is complex and error-prone, while debugging, though essential, can be time-consuming and frustrating.
Maintaining motivation and perseverance throughout demanding programming courses can be an issue,
particularly for those finding the subject challenging. Students' diverse backgrounds and levels of prior
programming experience can lead to differing preparedness, and the class structure, with lecture and laboratory
sessions, may only accommodate some learning styles.

Acquiring proficiency in computer programming entails the acquisition of both academic knowledge and
hands-on experience in program development. Instructors typically design programming exercises to enhance
students' capabilities in evaluating, applying techniques, and solving programming problems (Thinakaran & Ali,
2019). For many students, grasping computer programming is challenging due to the dual requirement for
theoretical understanding and practical learning competence. Recognizing the symbiotic relationship between
theoretical learning and practical application, particularly during laboratory sessions, becomes pivotal in shaping
these activities (Thuné & Eckerdal, 2018). The intricacies of computer programming, coupled with the
challenges in comprehending program logic, may result in frustration, diminished motivation, and waning
enthusiasm for programming education. Consequently, some students might encounter setbacks or withdraw
from programming classes or programs.

College is a level of education where students will pursue their preferred goals in the future, so they must be
adequately prepared before enrolling (Bonquin, et al., 2021). The high school strand or track has a significant
impact on students' college program selection; it will prepare them for the course they want to pursue and give
them an idea about the course they want to follow (Ouano et al., 2019). Freshmen students with a good
understanding before the course will adjust to the environment and achieve excellent grades. Still, students with
low academic background and knowledge of the chosen course will be suppressed and fall behind in their
academic track. (Alipio,2020). In university education, the first year often witnesses the highest student attrition
rate, with many students either failing or dropping out. Within the domain of computer programming, students'
struggles during their initial year of study can be attributed to the challenging transition from high school to
university (Barlow-Jone, 2019). This transition period presents a significant contributing factor to the difficulties
experienced by computer programming students. The increased academic demands, unfamiliar learning
environments, and higher expectations can create obstacles for students as they adapt to the rigorous nature of
university-level programming courses.

Baist and Pamungkas (2017) studied programming challenges students face. They highlighted three critical
aspects students should master’s in computer programming: programming structure, design principles, and
programming language syntax. Cabo (2019) delved into students' difficulties in creating functional computer
programs using the Python language, with a common starting point being a need for more comprehension of the
problem at hand. To address this, supporting students in developing effective problem-solving methods is crucial
to enable the creation of viable computer programs. Among the array of challenges encountered by students in
programming, difficulties were most prominently observed in comprehending syntax, debugging, and crafting
algorithms. These areas consistently emerged as the most problematic for students. In particular, grasping the
correct usage and arrangement of programming language elements, which falls under the domain of syntax, was
notably challenging (Islam et al., 2019).

Inexperienced programmers often grapple with various programming challenges, encompassing program
structures, code comprehension, debugging, and code navigation. These findings underscore the need for
educational program designers to reevaluate and enhance their methodologies in addressing these challenges
effectively. An important implication lies in integrating real-world problem-solving scenarios within
programming courses, facilitating students in honing their coding, design, comprehension, and debugging skills
(Muller et al., 2019). Students' early encounters with programming significantly influence their self-perception
regarding programming proficiency and their overall perception of the field. These initial experiences can

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Napalit, F., Tanyag, B., So, C. L., Sy, C., & San Pedro, J. R.
exhaust students' interest in computing domains, prompting many educators to embrace project-based learning as
an effective pedagogical approach to teaching computer programming (Atta, 2021).

In addition to the challenges of learning computer programming, gender disparities among students' attitudes
and performance toward programming are a noteworthy consideration. Du and Wimmer's study (2019)
uncovered that males typically have more exposure to computer programming, yet women outperform men in
problem understanding, hinting at women's potentially higher aptitude for computer programming. Duran,
Haaranen, and Hellas (2019) delved into gender-based differences in determination, confidence, concentration,
prior experience, and performance. They found that males tend to have earlier and more extensive experience
and are more inclined toward Computer Science degrees. This often translates into a perception that male
students find computer programming more manageable, exhibit greater intentions to pursue it in the future and
achieve superior learning outcomes compared to female students. In contrast, males tend to view programming
through a Computer Science lens. These collective studies illuminate the challenges students encounter in
computer programming courses, influenced by their prior academic experiences, skills, and readiness for their
chosen college programs. Additionally, research by Atta and Atta (2021) centered on Computer Science and
Information Technology students at Kwame Nkrumah University of Science and Technology and revealed a
gender disparity in programming interest and enrollment, with more males displaying an interest and enrolling in
programming courses. McAdams (2021) investigated why many girls discontinued computer programming
studies during the transition from middle school to senior school and found that girls exhibited significantly
higher programming abilities than boys. Notably, there was no gender difference among the most skilled
programmers, suggesting that addressing gender attitudes and providing engaging programming instruction can
enhance girls' programming abilities and narrow the gender gap in programming.

A study is conducted to mitigate the dropout rate among undergraduate computer science students, focusing
on identifying their primary challenges and evaluating current initiatives to address these issues. Understanding
these issues is pivotal in proposing tailored solutions and raising awareness among educators and peers.
Furthermore, it underscores the importance of future research in this domain, urging graduate STEM researchers
to contribute to creating a more supportive environment for female undergraduate students in the field. The
ultimate aim is to reduce the dropout rate among female computer science students (Silva et al., 2021). Su et al.
(2022) introduced a problem-based learning approach integrated with an online programming system in a STEM
programming course. Simplified assignments and teacher guidance facilitated programming task solutions, while
problem-based learning enhanced students' understanding, planning, execution, reflection, and debugging. The
study reported a substantial difference between students' prior knowledge and learning outcomes, suggesting the
positive impact of problem-based learning and online programming systems on students' perceptions, outcomes,
and behaviors in STEM programming, enriching their learning experiences. An analysis of existing literature on
gender, program, and STEM tracks provided valuable insights, revealing gaps, and limitations, the need to
address gender disparities in programming, explore program-specific dynamics in diverse STEM fields, and
conduct a more thorough investigation into the unique challenges faced by students in various tracks. While prior
research identified common programming challenges, further exploration is needed to uncover effective
interventions for first-year students. By addressing these gaps, the proposed study aims to enhance the existing
body of knowledge by developing targeted interventions to address gender disparities, exploring effective
strategies for overcoming programming challenges and providing practical recommendations to enhance the
learning experience.

The study aims to identify the practical problems of the students in learning—computer programming.
Specifically, to establish whether there is a significant difference among students in their computer programming
learning when will group with their programs, gender, and senior high school track. In addition, this study
examines to evaluate students' understanding of computer programming courses, difficulties, and situations in
learning computer programming.

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 Examining student experiences: Challenges and perception in computer programming

1.1 Research Questions and Hypotheses

This study aimed to answer the following questions.

 How may the respondents be described as to? Gender, Program (Major) and Senior High School
Track.

 Are there differences in students' level of understanding, difficulties, and learning computer
programming based on gender, degree program, and senior high school track?

Null Hypothesis

 There is no significant difference between the student's gender in learning computer programming.

 There is no significant difference between the student's program and senior high school track in
learning computer programming.

2. Methods

This study solely utilized a quantitative research method to explore the problem statement. The research
design focused on gathering data at a single time to summarize the behaviors or attributes of a specific group.
The objective of this method was to gain a deeper understanding of the present condition of the variables
pertinent to the problem statement, relying solely on numerical data. By employing a quantitative method, the
study provided a comprehensive overview of the variables under investigation, emphasizing measurable aspects
of the phenomenon. The chosen research design facilitated participant data collection at a specific moment,
enabling statistical analysis of their experiences or viewpoints on the research subject. This approach allowed for
examining the data's relationships, patterns, and trends, providing quantitative insights into the research topic.
Using statistical analysis techniques further enhanced the study's ability to draw objective conclusions based on
the numerical data collected. By employing a quantitative method, the study aimed to provide a comprehensive
understanding of the studied variables, focusing on the phenomenon's measurable aspects. This research design
aligned with exploring the problem statement using numerical data, allowing for rigorous analysis and objective
interpretations. Additionally, referencing previous studies that had successfully employed a quantitative approach
supported the effectiveness and relevance of this chosen research design.

The study used purposive sampling and convenience methods to select participants. The target participants
were students enrolled at the School of Computing (SOC) from the Academic Year 2019 to 2022. A power
analysis tool was conducted using a 95% confidence level and a 5% confidence interval to determine the
minimum target respondents required for the study. This analysis ensured an adequate sample size to achieve
statistically significant results. While the study aimed to meet the minimum target respondents required, it is
important to note that responses from participants beyond the minimum target were still accepted. This approach
provided an opportunity to obtain a more comprehensive understanding of the topic under investigation and
enhanced the generalizability of the study's findings. By including responses from a larger sample, the study
captured a broader range of perspectives and experiences, contributing to a more robust analysis.

The study adopted the survey research instrument developed by Rosminah et al. (2012). The survey
instrument covered the demographic profile of the participants and their experience in programming while
learning the concepts and techniques for computer programming courses. The first section of the instrument
gathered the demographic profile of the participants, such as gender, program, and senior high school track. The
second section of the instrument focused on the participant's level of understanding of the different topics in the
programming course. The items were designed using a 5-point Likert scale from 5 (understand clearly) to 1 (not
understand). The third section of the instrument concentrated on the participant's difficulty level while learning
to program, using a 5-point Likert scale from 5 (Strongly Agree) to 1 (Strongly Disagree). The fourth section of
the instrument centered on the situations that would help the participants in programming; this section also used

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Napalit, F., Tanyag, B., So, C. L., Sy, C., & San Pedro, J. R.
a 5-point Likert scale, the same as in Section 3. Lastly, the last section of the instrument focused on the
participant's level of agreement with the factors that made them perform poorly or fairly while learning a
computer programming course; this section also used a 5-point Likert scale, the same as in Section 3. Table 1
and Table 2 show the Likert scale used in the study.

Table 1
Descriptive ratings for five-point scale for the second section of the instrument
Weight Mean Range Verbal Interpretation
4 3.00-4.00 Understand Clearly
3 2.00-2.99 Understand
2 1.00-1.99 Somehow Understand
1 0-0.99 Not Understand at all

Table 2
Descriptive ratings for five-point scale for the third and fourth section of the instrument
Weight Mean Range Verbal Interpretation
4 3.00-4.00 Strongly Agree
3 2.00-2.99 Agree
2 1.00-1.99 Disagree
1 0-0.99 Strongly Disagree

The survey instrument for this study was created using Google Forms, an online platform known for its
effectiveness in electronic survey administration. An email containing the survey form link was sent to the
respective chairpersons of each program to ensure efficient access for the target participants. Once the survey
responses were collected through Google Forms, they were exported in CSV format and organized, summarized,
and analyzed using spreadsheet applications. This approach prioritized the privacy and anonymity of the
participants while facilitating efficient data handling. In conjunction with spreadsheet applications, the CSV
format enabled convenient data management and further analysis of the collected responses.

In the quantitative method, data obtained from the demographic profile of the participants were analyzed
using percentage and frequency to provide a comprehensive understanding of the sample characteristics. This
analysis helped determine the distribution of participants based on their gender, degree program, and senior high
school track, allowing for a comparison of demographic profiles to identify any significant differences. A
comparison was conducted among participants based on their demographic profiles to assess programming
difficulties. Specifically, gender, degree program, and senior high school track were examined to determine if
there were any notable variations in the challenges faced. The mastery of programming structure was assessed
using mean scores and verbal interpretations. This analysis provided an understanding of participants'
understanding and proficiency in these programming courses. Furthermore, the significant difference in
knowledge and mastery of the topics among participants based on gender was examined using the chi-square test.
Moreover, to explore potential variations in programming difficulties based on participants' programs and senior
high school track, the analysis of variance (ANOVA) was employed. This statistical test allowed for the
examination of significant differences in the challenges faced by participants from different programs and senior
high school tracks.

Before implementing the research protocol, the researchers sought approval from the authors of the
instruments used in their study titled "Difficulties in learning programming: Views of students." This step
ensured the instruments were appropriate and aligned with the research objectives. The researchers contacted the
Program chairpersons for assistance distributing the survey link to the target participants, who were students at
the School of Computing (SOC). Participants were fully informed of the research objective and the significance
of their participation through informed consent. They were provided with clear explanations regarding the
purpose and scope of the study. Moreover, participants could withdraw from the study at any point while
completing the survey questionnaire. The research did not involve sensitive or risky information that could
potentially harm participants, and their privacy was protected throughout the process of completing the survey

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 Examining student experiences: Challenges and perception in computer programming
questionnaire. The researchers securely stored the data obtained from the online survey form. Appropriate
measures were taken to ensure the confidentiality and privacy of participants' information. The collected data
was retained for approximately two months and was protected against unauthorized access. Once all the data was
collated and the study was completed, the data was deleted properly and securely. The informed consent
procedure was thoroughly reviewed to ensure it aligned with ethical guidelines and safeguarded the participants'
rights and well-being throughout their involvement as subjects in the research study. This approach aimed to
address ethical considerations and protect the rights and privacy of the participants in the study, ensuring a
responsible and ethical research process.

3. Results

Table 3 depicted a significant gender imbalance among the respondents, with males forming the majority
and females representing a minority in the survey sample. This gender disparity is an important observation and
may have implications for understanding the experiences of male and female students in computer programming
courses. Furthermore, the data revealed the preferred senior high school tracks among the 103 surveyed students.
Notably, many students opted for STEM-related tracks, indicating a strong interest in science, technology,
engineering, and mathematics. Additionally, some students pursued specialized tracks, which could provide
insights into their diverse academic interests and career aspirations. This diversity in academic backgrounds and
aspirations among the surveyed students is a valuable aspect to consider in discussions regarding computer
programming education. Analyzing the demographic profile of the surveyed group based on their academic
programs, it became evident that most students belonged to the Software Engineering program. However, there
were also students enrolled in specialized programs. This variation in program choices highlights the dynamic
nature of technology education and career interests in the constantly evolving technical job market.

Table 3
Demographic profile of the respondents
Profile Frequency Percentage
Gender
Male 83 80.58
Female 20 19.42

Senior High School Track

General Academic (GAS) 10 9.71
Accountancy, Business, Management (ABM) 2 1.94
Arts and Design 5 4.85
Humanities and Social Sciences (HUMMS) 8 6.79
Science, Technology and Mathematics (STEM) 47 45.63
Sports 2 1.94
Technical-Vocational Livelihood (TVL) 30 29.13

Program
Data Science 3 2.91
Cloud Computing 5 4.85
Game Development 17 16.50
Software Engineering 59 57.28
Web Development 19 18.45

Table 4 analyzes students' perceived difficulties and challenges in their computer programming course,
focusing on their understanding of different programming topics. The data indicated that, overall, students had a
solid grasp of core programming concepts. Concepts such as variables, constants, data types, input/output
statements, functions, selection statements, iteration statements, and array structures received favorable mean
ratings. These ratings suggest that students generally found these topics to be easily comprehensible. However,
the topic of multiple/dynamic array structures received a lower rating, indicating that students might encounter
more challenges or uncertainty when dealing with this subject. Further discussion could explore the potential
reasons behind this variation in student perception and ways to address their difficulties in comprehending

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Napalit, F., Tanyag, B., So, C. L., Sy, C., & San Pedro, J. R.
multiple/dynamic array structures.

Table 4
Level of student's understanding on different topic on programming course1
Criteria Mean Verbal Interpretation
Variables, constants, and data type 3.60 Understand Clearly
Input/output statement 3.71 Understand Clearly
Functions 3.50 Understand Clearly
Selection Statement 3.38 Understand Clearly
Iteration Statement 3.38 Understand Clearly
Array Structure 3.11 Understand Clearly
Multiple/Dynamic Array Structure 2.82 Understand
Mean 3.36 Understand Clearly

This study aimed to uncover the challenges students face when engaging in programming activities, and the
data reflects their responses on a scale indicating agreement levels. Table 5 presents that students generally agree
that they encounter difficulties grasping fundamental programming concepts, designing programs to address
specific tasks, mastering programming language syntax, gaining access to a computer, using program
development environments, and identifying and resolving bugs in their code. These findings highlight a range of
hindrances students may encounter during their programming course, from conceptual understanding to technical
and practical aspects.

Table 5
Difficulty while programming
Criteria Mean Verbal Interpretation
Understanding the basic concepts of programming structure 2.91 Agree
Designing a program to solve certain tasks 2.99 Agree
Learning the programming language syntax 2.97 Agree
Gaining access to a computer 2.90 Agree
Using program development environment 2.93 Agree
Finding bugs from my own program 2.87 Agree
Mean 2.99 Agree

This study sought to uncover the situations that students find most helpful for learning programming, with
the responses presented in Table 6 reflecting their answers on a scale indicating their level of agreement. Notably,
students generally agree on the efficacy of practical or laboratory sessions, where hands-on experiences enable
them to apply theoretical concepts and gain a deeper understanding of programming. Additionally, they highly
value consultations and discussions with instructors, peers, or seniors, emphasizing the importance of
collaboration and mentorship. Small group exercise sessions, often called tutorials, are also perceived as
beneficial for interactive learning and problem-solving. While the rating is relatively lower, there is still
agreement regarding the value of independent study, allowing some students to focus on individual projects and
assignments.

Table 6
Situations that would help to learn programming.
Criteria Mean Verbal Interpretation
In practical or laboratory sessions 3.49 Agree
Consultation or discussion with lectures, seniors or friend 3.60 Agree
In small group exercises sessions (tutorials) 3.39 Agree
While working alone one programming coursework 3.11 Agree
Mean 3.40 Agree

The data presented in Table 7 reveal no significant gender-based disparities in students' perceptions of
computer programming. This lack of distinction is consistent across multiple aspects of programming education,
including students' understanding of various programming topics, their perceived difficulty when working on
programming tasks, and their evaluation of the effectiveness of different learning environments. These findings

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 Examining student experiences: Challenges and perception in computer programming
collectively indicate that gender does not appear to substantially influence students' perceptions and experiences
related to the challenges and learning opportunities associated with computer programming. Notably, these
results support the notion that computer programming can provide an equitable and inclusive educational
experience for students, irrespective of their gender. The discussion may further explore the potential reasons
behind this gender-neutral perspective and whether this observation holds across different educational settings or
institutions. Additionally, it could address how educators and institutions can leverage this finding to promote
diversity and inclusivity in computer programming courses.

Table 7
Significant difference in perceived difficulties and challenges in computer programming in terms of gender
Pearson on
Profile Indicators p-value Decision Remarks
Chi-Square
Level of student's understanding on different topic on 14.01 0.36 Failed to reject Not Significant
programming course
Difficulty while programming 5.03 0.21 Failed to reject Not Significant
Situations that would help to learn programming 6.51 0.45 Failed to reject Not Significant
Note: "If p-value is less than or equal to 0.05 level of significance, reject ho, otherwise, failed to reject ho"

As illustrated in Table 8, the results investigate potential variations in perceived programming challenges
associated with students' program choices. Three essential profile indicators, namely "Level of student's
understanding of different topics in the programming course," "Difficulty while programming," and "Situations
conducive to learning programming," were evaluated across different programs. The findings reveal significant
variations in students' perceived understanding of programming concepts among these programs, highlighting
that program enrollment plays a pivotal role in shaping how students perceive their grasp of programming topics.
Conversely, there were no substantial distinctions in students' perceived programming difficulties or preferences
for effective learning environments based on their program enrollment. This data suggests tailoring programming
education to meet the unique needs of students within various programs, especially when it comes to
understanding programming concepts.

Table 8
Significant difference in perceived difficulties and challenges in computer programming in terms of program
Profile Indicators Program Mean f-value p-value Remarks
Level of student's understanding on different SE 3.54
topic on programming course WD 3.06
Not
GD 3.33 3.28 0.04
significant
CC 2.95
DS 2.90
Difficulty while programming SE 3.10
WD 2.78
Not
GD 2.75 1.80 0.22
significant
CC 2.27
DS 2.83
Situations that would help to learn SE 3.37
programming WD 3.41
Not
GD 3.48 .093 0.49
significant
CC 3.45
DS 3.25
Note: “If the p-value is less than or equal to the level of significance (0.05), reject Ho, otherwise failed to reject Ho."

Table 9 provides the results to identify whether significant variations exist in students' perceived difficulties
and challenges in computer programming based on the Senior High School (SHS) tracks they pursued. This
analysis encompasses three vital profile indicators: "Level of student's understanding of different topics in the
programming course," "Difficulty while programming," and "Situations that would help to learn to program"
across different SHS tracks. The findings indicate that, according to the dataset and variables examined in this
study, there are no substantial differences among SHS tracks regarding students' perceptions of programming
challenges, their understanding of programming concepts, or their preferences for effective learning

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Napalit, F., Tanyag, B., So, C. L., Sy, C., & San Pedro, J. R.
environments in computer programming. These results emphasize the importance of adapting programming
education to cater to students' diverse backgrounds and experiences across various SHS tracks.

Table 9
Difference in perceived difficulties and challenges in computer programming in terms of high school track
Profile Indicators Program Mean f-value p-value Remarks
Level of student's understanding on STEM 3.55
different topic on programming course TVL 3.68
GA 3.70
Not
HUMMS 3.57 2.04 0.26
Significant
AD 3.50
ABM 3.38
SPORTS 2.50
Difficulty while programming STEM 2.88
TVL 2.93
GA 3.17
Not
HUMMS 2.77 0.62 0.73
Significant
AD 3.25
ABM 3.33
SPORTS 2.83
Situations that would help to learn STEM 3.44
programming TVL 3.38
GA 3.23
Not
HUMMS 3.38 0.69 0.63
Significant
AD 3.44
ABM 3.63
SPORTS 3.50
Note: “If the p-value is less than or equal to the level of significance (0.05), reject Ho, otherwise failed to reject Ho."

The data analyzed in this study reveals several significant insights into computer programming education.
Firstly, it underscores a noticeable gender imbalance among respondents, with males constituting a majority and
females a minority. This gender disparity calls for a deeper examination of the factors contributing to it and the
implementation of measures to encourage more gender diversity in computer programming courses. The
prominence of STEM tracks among the surveyed students signifies a strong inclination toward
technology-related fields, offering valuable guidance for institutions and educators to align their programs with
students' interests.

Moreover, the data demonstrates that students, in general, have a robust understanding of core programming
concepts, with lower ratings primarily observed in the context of multiple/dynamic array structures. Students
also express challenges encompassing conceptual understanding and practical implementation, highlighting the
multifaceted nature of programming education. Despite these challenges, there are no substantial gender-based
or program-based differences in students' perceptions of computer programming. This suggests that the
challenges and learning opportunities are experienced similarly across these groups. These findings emphasize
the importance of accommodating diverse student backgrounds and experiences in programming education and
providing tailored support to address their unique needs.

4. Conclusion

The results examining differences in students' perceived difficulties and challenges in computer
programming across gender, program enrollment, and Senior High School (SHS) tracks have provided valuable
insights into the dynamics of programming education. In summary, the analysis reveals that, within the context
of the data and variables considered in this study, gender and program enrollment do not significantly impact
students' perceptions of programming difficulties or their preferences for effective learning contexts. These
findings suggest that computer programming can offer an inclusive and equitable educational experience for
students from diverse backgrounds and program choices. Furthermore, the study thoroughly investigated
differences in students' levels of understanding, difficulties, and learning experiences in computer programming

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 Examining student experiences: Challenges and perception in computer programming
based on these demographic factors. While students displayed robust comprehension of fundamental
programming concepts, they encountered challenges in various aspects of programming, from design and syntax
to problem-solving. Notably, the results revealed that these challenges were experienced consistently across
gender and program-based categories, refuting the null hypotheses. Moreover, the results indicate that program
enrollment influences students' perceived understanding of programming concepts, with significant variations
observed among different programs. This underscores the importance of tailoring programming education to
meet the unique needs of students within various programs. However, the SHS track students does not
substantially affect their perceptions of programming difficulty or their preferences for effective learning
contexts within computer programming.

The study's implications for computer programming education are multifaceted. Gender and program
enrollment were found to have minimal impact on students' perceptions of programming difficulties and their
preferences for learning contexts, promoting inclusivity and equality in programming education. Educators are
encouraged to adopt gender-neutral and program-agnostic teaching approaches. Additionally, the study identified
students' strong grasp of fundamental programming concepts but also highlighted challenges in areas like design
and syntax. It emphasizes the need for tailored support and resources to address these challenges, promoting an
equitable learning environment accessible to all students. Lastly, variations in students' perceived understanding
based on program enrollment underline the importance of personalized programming education, urging
educators to adapt teaching methods and resources to meet the diverse needs of students in various programs.

Based on these findings, it is recommended that programming educators and institutions prioritize
inclusivity in their programming courses, ensuring that all students, regardless of gender or program enrollment,
have equal opportunities to excel. Additionally, recognizing the variations in perceived understanding of
programming concepts among different programs, educators should consider offering tailored support and
resources to address the unique needs of students in each program. Further research is encouraged to explore
additional factors influencing students' programming experiences, such as teaching methods, prior programming
exposure, and individual learning styles. A more comprehensive understanding of these factors can guide the
development of effective pedagogical strategies and resources to enhance the quality of programming education
and promote student success. Ultimately, the goal should be to create a diverse and inclusive programming
education environment that empowers all students to thrive in computer programming.

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