Learning programming: exploring the relationships of self-efficacy, computational thinking, and learning performance among minority students

Abstract

This study investigated minority students’ learning in programming. The variables, including self-efficacy, computational thinking, and learning performance were the focus of this study. This study explored the relationships of creative self-efficacy, learning self-efficacy, computational thinking, and learning performance among minority undergraduate students. The influence of creative self-efficacy, learning self-efficacy, and computational thinking on learning performance was explored. The participants were minority students from a HBCU institution in the southeastern United States. Quantitative approaches were performed to analyze the collected data. The results indicated that self-efficacy, learning self-efficacy, and computational thinking were positively correlated with learning performance. Learning self-efficacy and computational thinking were significant predictors of learning performance among minority students.