Improving Programming Skills: The Impact of Interactive E-Learning Tools on Student Success

Abstract

This study examines the impact of e-learning platforms on programming education at Al-Baha University, focusing on student motivations, perceptions, and academic performance. A quantitative approach was employed with 100 diploma-level IT students, divided into an Experimental Group that utilized e-learning resources and a Non-experimental Group that followed traditional teaching methods. Pre- and post-experiment questionnaires evaluated attitudes, preferences, and programming proficiency. Results revealed a significant enhancement in the Experimental Group's perceptions of e-learning, with a 20-point increase in programming test scores compared to an 8-point increase in the Non-experimental Group (p < 0.05). Correlation analysis demonstrated a positive relationship (0.5460, p = 0.0000000013) between e-learning usage and academic performance, indicating that active engagement substantially improves outcomes. These findings align with Self-Determination Theory (SDT) and Expectancy-Value Theory (EVT), emphasizing how autonomy and perceived value contribute to intrinsic motivation and academic success. This research underscores the effectiveness of e-learning in fostering student engagement and programming proficiency, advocating for the integration of digital resources into educational curricula. By identifying key factors that influence e-learning adoption, this study offers valuable insights for optimizing digital learning environments. In the final analysis, it contributes to a deeper understanding of e-learning's role in programming education and highlights areas for future research to address challenges in its implementation.