A predictive analysis of learning motivation and reflective thinking skills on computer programming achievement

Abstract

Learning computer programming requires acquiring multiple skills to be performed simultaneously. As in many other fields, learning motivation and reflective thinking skills may affect the process of designing and implementing computer programming instruction. This study examines how learning motivation and reflective thinking skills predict academic achievement in computer programming and programming laboratory courses. The participants were 140 undergraduate students enrolled in the Faculty of Engineering. Data were collected by using learning motivation on computer programming courses and reflective thinking skill scales. In the study, multiple linear regression analysis was used for data analysis. The first results showed that reflective thinking and learning motivation predict academic achievement together in programming courses. For academic achievement in the computer programming course, only reasoning was found to be significant and for academic achievement in the programming laboratory course, both reasoning and intrinsic motivation appeared to be significant. Although reasoning showed the highest relationship with academic achievement of computer programming, intrinsic motivation showed the highest relationship with academic achievement of the programming laboratory course. The results of the research were discussed in a way as to guide future studies.