Unraveling the Challenges Experienced by First Year Computer

Programming Students in Davao City: A Phenomenological Study

Romel P. Salazar PhD ITI -1

 Chapter 1

INTRODUCTION

Rationale

Due to the widespread development of computer technology in the

open world and globalization era, there has been a subsequent increase in

the demand for computer use. Recently, Information technology has been

widely used in different areas such as politics, the economy, and education. In

fact, it is said that the introduction of IT improved each student's academic

endeavor because it provides numerous advantages (Rebuta, 2022). In

recent years, modern businesses and jobs have been in high demand

throughout the United States needing IT majors to have competent computer

programming skills. However, programming can be like a new language, and

not everyone picks it up at the same speed. Because of this several

challenges emerge due to the complexity of learning computer programming

One common issue student experience could be the complexity of the coding

concepts. Sometimes, the programming language choice and methods of

teaching by the teacher can be a factor in the understanding of the student in

programming. Another factor could be the learning resources available. If the

materials provided aren’t clear or engaging, it can make understanding

programming difficult.

In Malaysia, the programming subject itself is a major factor in the

difficulty of the courses because most students are unfamiliar with it. Students
learn a foundational level of programming before moving on to more

advanced concepts. For instance, Students must first grasp the fundamentals

of syntax before progressively moving on to meaning, structure, and style.

Yet, throughout the professor will move on to the next topic without waiting for

the students to finish understanding it. Without it, the course curriculum is

unfinished (Rahmat, 2014)

In Cagayan de Oro the issue is that there are less and fewer IT

students as they advance in their university degree. And the primary cause of

this is because they encounter programming challenges. One of the most

captivating disciplines for students studying computer-related courses is

programming, it has been found. Any computer language's syntax and forms

are exceedingly challenging to comprehend (Babas, 2020).

In Davao Del Sur, programming abilities rely on the importance of the

student's education in relation to the course. The system of information.

Students who have had little or no exposure to programming, have learning

issues with how to code correctly (Rebuta, 2022). On the other hand, the

ability to program depends on the importance of the student's education in

relation to the course. The system of information students who have had little

or no exposure to programming have learning issues with how to build correct

code on the other hand, the perception Value of Programming Education is

Rooted in the Theory of the developed expectancy value (Charles, et al.

2015).
 Recognizing the importance of computer programming skills in the

Bachelor of Technical Vocational Education students, the writer tried to

conduct this research. However, despite the broad scope of the related

literature, still gap remains. Aside from the fact that there is scarce research

related to this topic, most of the studies conducted and cited in this paper

were focused mainly on computer programming students from other countries.

Likewise, the researcher has not come across research on challenges and

factors associated with it in Davao City. Hence, this research intends to

address the problems indicated in this study and to provide relevant

information that would benefit future research related to the topic or with a

similar focus. In this context, it is important to investigate and understand the

multiple elements that contribute to challenges that impact the computer

programming experiences of first-year computer programming students in

Davao City. Further, this could provide substantial information to students who

plan to study computer programming or who are already studying in any

university in Davao City.

Purpose of the Study

Our study utilized a qualitative research design employing a

phenomenological inquiry. The purpose of this study was to investigate the

lived experiences and perceptions regarding the challenges and factors that

influence the programming difficulties of our participants. Thus, this study was
conducted to explore and contextualize the different perspectives of computer

programming students in Davao City.

Furthermore, the findings of this study will reveal threads of information

that may aid in the development and implementation of new regulations and

policies to improve compliance with rules and standards. This study's

definition was broad, but it may take responsibility for revealing its aim, which

is to confer perspectives on computer programming students.

Research Questions

Dealing with the issues presented in the rationale, this research aims to

explore the challenges encountered by Computer Programming students.

Basically, it sought to answer the following research questions:

1. What are the lived experiences encountered by first-year computer

programming students in Davao City regarding the challenges they

faced?

2. What are the perceived factors that contribute to the challenges

faced by first-year computer programming students at Davao City?

How do students perceive the impact of these factors on their

learning experiences?

Theoretical Lens

In this study, disposition was presented regarding the conceptualization

of the computer exploration challenges encountered by computer

programming students. This is anchored on the Self-Efficacy Theory

developed by Albert Bandura (1994). It describes in detail the value of

motivation in influencing any outcome. It is stated that people who do not feel

motivated to change events are less likely to strive to achieve a particular

outcome, especially when faced with obstacles. In relation to learning

computer programming, self-efficacy is a belief in a person's ability to

successfully perform a specific task. This theory emphasizes that students

with high self-efficacy are more likely to be confident in their programming

skills when learning computer programming.

Based on the aforementioned ideas, it is obvious self-efficacy is

associated with performance outcomes. Students with high self-efficacy are

more likely to perform well when faced with challenges and those students

with low self-efficacy are more likely to face challenges in learning a task. In

relation to that, those with high self-efficacy may view challenges as

opportunities for learning and improvement, while those with low self-efficacy

may become discouraged more easily. Self-efficacy theory is a suitable

scheme to justify the results of the challenges encountered by computer

programming students since their performance in learning may be determined

by the amount of their motivation and self-belief in accomplishing tasks.

Another relevant model proposed by Davis (1989), is the Technology

Acceptance Model (TAM). This suggests that there are two elements that

influence whether computer knowledge is accepted by potential users. (1)

Perceived usefulness; and (2) perceived ease of use. Perceived usefulness

suggests that one of the important factors influencing technology adoption is

its perceived utility. Students may encounter various challenges related to

learning computer programming, and technology tools are often used to

overcome these challenges. Perceived usefulness posits that it examines how

user-friendly the technology tools are for the learners. Students' learning

processes may be made more challenging if they believe that technology

tools are complicated and challenging to utilize. This theory will help explain

how learner’s acceptance and utilization of technology tools relate to the

challenges they face in learning computer programming.

The theories mentioned above are equally significant to the study

because such theories can be helpful in identifying and describing the root

cause of the computer exploration challenges that computer programming

students are encountering in their studies.

Importance of the Study

The researchers aimed that this qualitative study may provide

information and additional knowledge on the experiences and factors that

influence the challenges encountered by first-year computer programming

students. Understanding the essential experiences that students describe as

their experiences may be relevant in assisting college universities and

colleges in recognizing replicable approaches and tactics to increase student

success. Recognizing the specific challenges faced by first-year computer

programming students is essential in revealing the areas where curriculum or

teaching methods may need to be adapted to meet the needs of students.

Administrators, faculty, and staff who are concerned about student success

and retention may be able to use this research to help shape effective policies

and practices.

Moreover, the findings of this study could help to design specialized

assistance systems for first-year computer programming students. By

identifying the issues they confront, the institution can provide focused

assistance, resources, and direction to help students overcome these

obstacles. Thus, this study dealt with the collection of data to address the

questions of the study.

Furthermore, this study can be a source for future researchers,

especially in their queries about the experiences and perceptions of computer

programming students in their courses. This study adds to the field of

computer programming education by providing a phenomenological viewpoint

on the difficulties that first-year students confront. It contributes to the corpus

of knowledge in this field and can be a useful resource for future researchers.

Delimitation and Limitation of the Study

The nature of our study was to explore the challenges encountered by

first-year computer programming students. The qualitative research design

was utilized through the phenomenological method. The opted participants of

the study were ten (10) computer programming students currently enrolled in
a certain school in Davao City. Ten (10) participants were the informants of

the study and were engaged in the one-on-one in-depth interview. The study

was conducted at a certain school within the vicinity of Davao City,

Philippines. The participants were selected through the objective of the study

which are the first-year computer programming students. Six in-depth

interviews and interview guides were utilized as an instrument in this research

in order to acquire knowledge on the experiences and factors that influence

the challenges encountered by first-year computer programming students.

The results of the study will provide new knowledge and additional intelligence

to the school administrators and staff, teachers, students, and future

researchers. Furthermore, the results of this study were mainly based on the

experiences of the participants and not far beyond what they knew.

This study has limitations associated with it. The participants in this

study were opportunely selected from the department source, Records and

Admission Center which was located in one state college in Davao City, which

might lessen the scope to which the results could be generalized to all

universities and colleges in Mindanao. Additionally, the measures were based

on the experiences of computer programming students, hence relating

questions to respondents’ subjectivity. The survey questionnaires did not

assess the participation of students’ faculty and staff surrounding them; the

absence of these data hinders our understanding of the association between

computer programming students and their college faculty and staff. To make

light of the limitations of this study, future research should attempt to

 reproduce these findings by using randomly selected localities samples.

Moreover, researchers should continue to refine survey instruments and other

suitable data collection methods to be used in this line of research.

Definition of Terms

The following terms used in this study are operationally defined to

establish a common frame of reference:

Computer Programming. This refers to the process of creating instructions

for computing devices and systems.

Computer Programming Challenges. This refers to the difficulties that first-

year Computer Programming students encounter in the course of their

studies.

Computer Programming Students. The students undertaking computer

programming courses in colleges or universities.

Review of Related Literature

Undergraduate students increasingly choose programming classes as one of their

electives. failed, particularly in departments that provide computer instruction.

Students frequently claim that Compared to other courses, these ones are quite

challenging. Students highlighted that the primary reasons for failure in Lack of
practice, a disregard for algorithms, and ignorance are the three pillars of

programming languages. Aside from that It was discovered that pupils with extensive

programming experience have more advanced programming skills. Programming-

related achievement and self-efficacy (Ozmen, 2014).

the study of programming among students and their causes. The importance of and

emphasis on improving the way these courses are conducted must be increased.

once in a while. Alternative approaches can be used by lecturers and professors to

draw in pupils and heighten interest. as it relates to programming. In order to be

more prepared, students should study the material quickly before class, take notes,

and subjects that will be covered, taking notes during lectures and asking the

speakers if they have any questions the theory, asking instructors during lab

sessions if the program's syntax is challenging to grasp extra drills and researching

additional information. Additionally, students are urged to develop their learning

style. and become more aggressive in their competition (Rahmat, et.al, 2014)

For many students, the first-year programming classes represent an insurmountable

barrier. Since As we said earlier, some academics suggest that programming is

influenced by one's aptitude for mathematics. was done, and it was discovered that

there is a strong link between students' competence in basic programming and

arithmetic classes. It's important to carefully review the curriculum for programming

classes to see whether there are any assignments. and the ideas put forward may

encourage a mathematical style of thinking. Following the second semester, courses

include pupils who overcame initial challenges and continued on their educational
journey. Some of them are still struggling and failing. because their best potential

may be found in beginner programming classes (Kpran, et.al,2015).

The high rate of failure is influenced by a variety of factors. of learners taking

courses in computer programming. This essay focuses on the techniques and tactics

used in teaching implemented while instructing courses on programming. Here is a a

significant issue to take into account; consequently, an examination of the reasons

for students' failure in programming classes from the learner viewpoint on the

instructional approach used by instructors to instruct these courses is essential.

Courses in programming are included in the core focus. places where students may

study information technology in particular As an undergraduate major, consider (IT)

and Computer Science (CS). program. Students studying programming are required

to show knowledge of the logic and programming principles that even if some of

these are being taught in the course notions are highly abstract and complex

(Sarpong, et.al, 2013)

Professional programmers are an essential component of the current economic

sector . The teaching of beginners in programming is crucial. Courses in

programming are an essential component of all courses in computer and information

science. However, it's rather high failure rates and ongoing difficulties programming

beginners encounter The reporting of programming principles and structures results

in the conclusion that Learning to program is a difficult endeavor that requires pupils

to put in a lot of work. also from educators. Programming ideas' abstract nature is

something that Students struggle because they are not accustomed to dealing with
it, which prevents them from having a clear understanding of these ideas. Students

frequently quit paying attention during lectures because eventually they lose focus,

which has an adverse effect. decreases their motivation and increases their fear of

dealing with programming (Konecki, 2014).

Learning programming has been a challenging endeavor, particularly in the early

stages of education, and this difficulty persists globally and exacerbates at the local

level. Despite the availability of numerous educational tools to support the teaching

and learning of programming, the issue remains prevalent to this day. Even in

introductory computer courses, there have been notable instances of high failure

rates and dropouts. The root of this problem is not solely attributed to students' lack

of problem-solving abilities; it also involves the efficacy of teaching and learning

materials. Consequently, this review emphasizes the interconnected factors of

students' learning methods and the effectiveness of instructional materials. Extensive

literature suggests that addressing these two aspects concurrently is crucial to

overcoming the challenges associated with learning computer programming. There

is a pressing need for the development of more comprehensive, effective, and

universally applicable teaching and learning tools to tackle the severity of this issue

(Chea, 2020).

Concerning the attitudes towards learning computer programming, examination

reveals that favorable emotions encompass excitement and overall positive

sentiments regarding the enjoyment, challenge, and engagement in writing

programs. Conversely, unfavorable feelings involve being nervous, anxious, and

experiencing confusion, particularly when grappling with the inherent difficulty of

learning programming. IT students encounter various challenges and issues,

encompassing difficulties related to program syntax, errors, and the debugging

process. Additionally, challenges extend to aspects like lessons, algorithms,

analysis, resources, teaching methods, time management, and personal factors. The

researcher proposes recommendations aimed at enhancing the quality of teaching

computer programming and suggests potential new avenues for future studies

(Olipas, 2022).

Significant challenges arise when trying to understand concepts such as recursion,

arrays, error handling, and function/procedure methods. Furthermore, a comparative

analysis indicates that both student groups face similar hurdles, but non-computing

students tend to experience more difficulties than their computing counterparts.

Consequently, this paper proposes the development of teaching methods and

learning materials tailored to address the specific needs of non-computer science

students, aiming to improve their comprehension and proficiency in computer

programming (Mbiada, et.al, 2023)

particularly in languages like Python, face a spectrum of challenges. These

challenges range from technical issues with code compilation to misconceptions

surrounding essential concepts and skills. In contrast to existing research that

gathers information retrospectively through methods such as questionnaires and

interviews, the current study complements these findings by analyzing real-time

interactions on an online 'Python help forum.' The analysis focuses on posts from a

sizable cohort of approximately 1500 first-year University distance learning students,

documenting their issues and discussions as they encountered specific challenges.

These posts were systematically coded based on topics and subsequently grouped

thematically into categories related to Python, general problem-solving/programming,

and module-specific issues (Piwek,2020).

Many majors mandate computer programming courses, yet the significant rate of

failures suggests that students struggle to grasp the subject matter. This research

aims to comprehend these challenges. By examining students' diaries and

conducting interviews with instructors, we pinpointed issues associated with

language comprehension and understanding, along with some strategies employed

to address them. Analyzing and understanding these difficulties can contribute to the

development of effective teaching strategies and tools that facilitate the process of

teaching and learning computer programming (Bosse, 2017)

Colleges that provide non-technical degrees have often found it challenging to

incorporate practical courses into their curriculum. Among these, computer

programming poses a significant challenge, particularly in fields such as computer

science, information systems, and software engineering. Students enrolled in these

programs typically need to complete 2-5 computer programming courses, with the

success rate in the initial course usually being relatively low (Hegazi, 2015).
Programming courses stand as crucial elements in the academic curriculum, not

confined solely to the realm of Information Technology but extending across various

fields like Science, Mathematics, and Engineering at the tertiary level. Despite their

significance, programming subjects are often deemed challenging, intricate, and fall

under the umbrella of the seven grand challenges in computing education. This

research delves into the perspectives of students and the obstacles they encounter

while grappling with fundamental programming courses.The findings indicate that

students possess a moderate understanding of the subject, with the most formidable

hurdle being the comprehension of abstract concepts related to the role of variable

positioning in computer memory, such as multi-dimensional arrays, looping

statements, and functions during program execution. Additional challenges include

grappling with the basic programming structure and the formulation of programs to

address specific tasks. A noteworthy observation is that students find practical

situations, such as laboratory activities, immensely beneficial for learning

programming (Ali, 2014).

The field of teaching is a vocation aimed at enabling learners to acquire fresh

knowledge and perspectives. Consequently, a teacher must decide on the subject

matter to impart to students and determine how to present it in a compelling and

comprehensible manner. When it comes to teaching programming, the selection of

content and the task of engaging students pose challenges. This difficulty arises

because the term "programming" is employed in diverse ways and contexts,

necessitating a range of competencies. Certain challenges emanate from the

framework of programming, encompassing aspects such as syntax, interfaces,

methodologies, experience, and qualifications. Simultaneously, other challenges

emerge from the unique context of the learning environment, including the role of the

teacher, students' motivation, and expectations. While the discipline of programming

in computer science is extensively documented in the academic literature, its

definition becomes less clear when applied to other professions. The endeavor to

teach computer programming across various courses introduces distinct challenges.

What proves challenging for computer science students in learning programming

may differ from the challenges faced by students in non-data-centric fields (Fojcik,

2022)

Researchers have been exploring alternative approaches to teaching programming

courses, prompted by the inherent challenges and difficulty associated with this

mandatory subject in the field of Information Technology. The complexity of these

subjects often diminishes undergraduates' interest and discourages further

exploration and self-experimentation due to a lack of conceptual understanding. This

research aims to delve into the factors contributing to undergraduates' challenges in

learning programming courses and to ascertain their perspectives on potential

teaching methodologies that could enhance the learning experience, making it more

engaging and enriching (Tan, 2014).

Embarking on a computer programming language course for the first time poses a

significant challenge for many students, often leading to failure or dropout.

Importantly, this challenge extends beyond computer science students, as those in

various engineering disciplines are also required to take programming courses. This

paper examines existing literature on teaching approaches, challenges, and

solutions aimed at enhancing students' abilities and performance in the introductory

programming language course within undergraduate programs. One prominent

challenge in teaching and learning this course is the simultaneous need for students

to grasp fundamental programming techniques, high-level abstraction capabilities,

the application of these methods, and their relevance in problem-solving and design

(Massoudi, 2019).

The allure of programming as a career is fueled by its robust job demand and

lucrative salaries, making it one of the most appealing professions today.

Consequently, an increasing number of young individuals are enrolling in information

technology (IT) and computer science (CS) courses. Despite this trend, programming

remains a challenging and intricate endeavor, leading to substantial attrition in

related courses. Notably, introductory programming courses are known for their

traditionally high failure rates (Hamzabegovi,2016). Teachers worldwide

acknowledge the difficulties and intricacies of instructing foundational programming

courses to students who are new to computer programming in their initial year of

degree programs. The research indicates that issues associated with learning

computer programming for the first time persist and offers suggestions for future

investigation and intervention (Sign, 2022).

Enrolling in an initial computer programming course poses a significant challenge for

numerous students, leading to frequent instances of failure or withdrawal.

Furthermore, this challenge extends beyond computer science students, as those in

various engineering programs also encounter programming courses. This poster

introduces a teaching methodology aimed at enhancing student performance in their

first programming course (Machuca, 2016). Beginner students frequently encounter

challenges when grasping programming, resulting in elevated rates of both failure

and dropout. It prompts us to inquire whether these issues stem from particular

programming complexities or if there are other courses facing similar struggles

(Gomez, 2014).

Originally, computer programming served as a skill adopted by scientists, engineers,

and mathematicians to support their respective objectives. Over time, it evolved into

a specialized field of study. However, in contemporary times, many individuals who

do not identify as "programmers" find themselves needing to acquire programming

skills as part of their daily professional tasks, particularly in business or STEM-

related roles. Consequently, incorporating programming education as a "general

education" requirement has become increasingly pertinent. Despite this growing

need, introductory programming classes have historically exhibited notably high

dropout rates, potentially attributed to ineffective teaching methods. Moreover,

student performance is often subpar; a global study revealed that students

completing their initial programming courses scored an average of 22.89 out of 110

points (approximately 21%) on a standardized programming ability assessment.

Notably, these scores indicate a significant disparity from course grades, highlighting
potential conceptual misunderstandings that persist even months or years into the

learning process. The paper proposes modifying course delivery based on student

submission data as a strategy to enhance student success in programming

education (Shaffer, 2013)

The allure of programming as a career is undeniable, given the high demand for jobs

and lucrative salaries. Consequently, a growing number of young individuals are

enrolling in information technology (IT) and computer science (CS) courses. Despite

the attractiveness of the field, programming itself is a complex and challenging

endeavor, leading to significant attrition from related courses. Introductory

programming courses, in particular, consistently exhibit high failure rates. Given that

programming often forms the foundation of IT and CS curricula, these challenges

can become formidable obstacles for many students, hindering their progression in

university studies (Hamzabegovi,2016)

Many universities face the issue of a considerable dropout rate in first-year

programming courses, and the reasons for students leaving can vary. The diverse

backgrounds of students in these courses can impact the relevance of teaching

methods, as well as the level and pace of instruction (Matthíasdóttir,2013)

teaching approaches and experiences of an instructor with over a decade of

experience in educating computer science freshmen. Problem-based learning has

been incorporated into introductory programming courses to elevate the learning

quality. A common issue in these courses is instructors often concentrating solely on

programming language syntax and usage, neglecting the practical applications of

these language features in the real world. Consequently, students may struggle to

apply their programming skills to solve intricate problems in more advanced courses.

The introduction of problem-based learning in introductory programming courses not

only exposes students to complex problem-solving but also allows them to cultivate

essential soft skills, such as teamwork, preparing them more effectively for higher-

level coursework and capstone projects (Yu,2016).

Organization of the Study

The qualitative research using the phenomenological approach was

classified into five (5) chapters:

Presented in Chapter 1 are the rationale of the study, the purpose of

the study, research questions, theoretical lens, significance of the study,

definition of terms, delimitations and limitations of the study and organization

of the study.
 Exhibited in Chapter 2 are the ideas, opinions, arguments and

principles of different authors from different field of disciplines. Thus, the data

gathered from different and previous research are considered as the basis in

the formation of the research questions and interview guide.

Explained in Chapter 3 are the importance of the research design, the

role of the researchers, and research participants, data collection, data

analysis, trustworthiness, and different ethical considerations.

Revealed in Chapter 4 are the data, ideas, and perspectivesare being

analyzed and interpreted by experts accordingly. Summary of findings and

results follows the research process.t

Demonstrated in Chapter 5 are discussion of the results supported by

the works of different scholars, as well as implications to practice and possible

conclusions.
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