CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the related literature and studies gathered by the researchers from

books, journals, articles, published and unpublished materials, and websites relevant to the

present study. These serve as the researchers' preliminary step and point of reference in

discussing the study's findings.

1. Computer Programming

Computer programming is one of the core disciplines in Information Technology and

serves as the foundation for software development and other computing applications. It is the

process of designing, writing, testing, and maintaining source code that enables computers to

perform specific tasks. Programming allows developers to create applications, websites,

databases, and information systems that solve real-world problems. Because of the increasing

demand for technology professionals, programming has become one of the most important

competencies that every Bachelor of Science in Information Technology (BSIT) student must

acquire.

According to Olipas et al. (2021), programming is one of the essential domains of

Information Technology and is included as one of the core courses in the BSIT curriculum. It

develops students' logical thinking, analytical reasoning, problem-solving, and creativity, which

are essential competencies for future IT professionals. The authors further explained that

programming is necessary for students to succeed in computing-related careers because it

enables them to design and implement software solutions for different industries.

Despite its importance, programming is often perceived as one of the most difficult

subjects among college students. Beginners commonly encounter challenges in understanding

programming syntax, algorithm development, debugging, and logical reasoning. These

challenges may reduce students' confidence and negatively affect their academic performance.

Therefore, developing a strong foundation in programming is important to help students succeed

in higher-level computing courses.

Understanding the importance of computer programming provides the foundation for

examining programming anxiety and academic performance among BSIT students. Since

programming is a fundamental requirement in Information Technology education, identifying the

factors that influence students' learning experiences can help educators improve instructional

strategies and student outcomes.

2. Programming Education

Programming education focuses on developing students' ability to solve problems

through logical thinking, algorithm design, and computer programming. Effective programming

instruction enables learners to understand programming concepts before applying them to actual

coding activities. Since programming is a skill-based subject, teaching methods play an

important role in improving students' learning experiences and academic achievement.

The study by Aydin (2020) emphasized that programming education should begin with

algorithm instruction because algorithms provide the logical foundation of programming. Before

learning programming languages, students should first learn how to identify problems, determine

inputs and outputs, and organize solution steps logically. This approach helps students

understand programming concepts without immediately facing the complexity of programming

syntax.

The literature also explains that many students perceive programming as difficult because

of its complex syntax and abstract concepts. To address this challenge, educators are encouraged

to use learner-centered approaches such as algorithm education, computer science unplugged

activities, collaborative learning, and practical exercises. These strategies strengthen students'

computational thinking skills while improving their confidence in learning programming.

Another recent study reported that students benefit from supportive teachers, sufficient

practice, and engaging instructional strategies. These factors improve students' motivation,

confidence, and understanding of programming concepts while reducing learning difficulties.

Effective programming education therefore contributes to better academic performance and

prepares students for future careers in the information technology industry.

3. Computer Programming Anxiety

Computer programming anxiety refers to the fear, tension, nervousness, or discomfort

experienced by students while learning programming. It often develops when learners encounter

unfamiliar programming concepts, syntax errors, debugging problems, and difficult

programming activities. Programming anxiety may reduce students' confidence, participation,

motivation, and overall academic performance.

Olipas et al. (2021) explained that programming anxiety is one of the challenges

experienced by BSIT students in programming courses. Their study aimed to determine the

relationship between computer programming anxiety and academic performance among BSIT

students to improve instructional strategies. The authors emphasized that programming is an

essential skill in Information Technology; however, many students experience anxiety because of

the difficulty of writing computer programs.

Several studies also indicate that programming anxiety is associated with students'

perceptions that programming is difficult. Students who struggle with algorithms, debugging,

and programming syntax often develop lower confidence and become hesitant to participate in

programming activities. If not properly addressed, these experiences may negatively influence

students' learning outcomes and academic achievement.

 Understanding computer programming anxiety is important because it enables educators

to identify the factors contributing to students' difficulties and develop instructional approaches

that reduce anxiety. Since the present study investigates programming anxiety and academic

performance among BSIT students, this concept serves as one of its primary variables.

4. Factors Affecting Programming Anxiety

Programming anxiety is influenced by various academic, personal, and instructional

factors. Students' prior programming experience, confidence, teaching methods, learning

environment, and problem-solving abilities all contribute to how they perceive programming

courses. When these factors are unfavorable, students are more likely to experience fear, stress,

and anxiety while learning programming.

Recent studies have shown that students with limited programming knowledge often

struggle with understanding programming syntax, developing algorithms, and debugging errors.

These difficulties increase frustration and reduce students' confidence in completing

programming tasks. Likewise, ineffective teaching strategies, insufficient practice opportunities,

and inadequate learning resources may contribute to higher levels of programming anxiety.

Students who receive little guidance from instructors are more likely to feel overwhelmed by

programming activities.

Another factor associated with programming anxiety is previous learning experience.

Students who have prior exposure to programming concepts generally demonstrate higher

confidence and lower anxiety than those with no programming background. Positive classroom

experiences, supportive instructors, and collaborative learning activities also help reduce

students' anxiety by encouraging active participation and improving their understanding of

programming concepts.
 The literature further suggests that programming anxiety is not caused by a single factor

but by the interaction of several academic and psychological variables. Understanding these

factors is important because it enables educators to develop effective instructional strategies that

promote confidence, motivation, and successful learning experiences among BSIT students.

5. Programming Self-Efficacy

Programming self-efficacy refers to a student's belief in his or her ability to learn

programming concepts, solve programming problems, and successfully complete programming

tasks. Students with high programming self-efficacy are generally more confident when writing

code, debugging programs, and solving logical problems. In contrast, students with low self-

efficacy often doubt their abilities, become discouraged when facing programming challenges,

and are more likely to experience programming anxiety.

According to the study on the effect of algorithm education on computer programming

self-efficacy, students who received algorithm-based instruction demonstrated improved

confidence in programming after the intervention. The researchers emphasized that strengthening

students' understanding of algorithms before introducing programming languages enhances both

programming self-efficacy and computational thinking skills.

Similarly, a 2024 study on digital literacy, programming self-efficacy, and computational

thinking found that students with stronger digital literacy skills tended to have higher

programming self-efficacy. The study also reported that programming self-efficacy positively

influenced computational thinking, suggesting that confidence plays an important role in

students' ability to solve programming problems effectively.

These findings indicate that programming self-efficacy is an important factor in

programming education. Students who believe in their abilities are more willing to participate in

programming activities, overcome learning difficulties, and perform better academically.

Therefore, improving programming self-efficacy may also contribute to reducing programming

anxiety among BSIT students.

6. Learning Difficulties in Programming

Learning programming presents many challenges, especially for beginners. Students

often experience difficulties understanding programming syntax, constructing algorithms,

debugging programs, and applying logical thinking to solve problems. These challenges may

result in confusion, frustration, and anxiety, which can negatively influence learning and

academic performance.

Studies have shown that many students consider programming one of the most difficult

subjects because it requires both analytical thinking and technical skills. Students commonly

struggle with syntax errors, identifying logical mistakes, and translating problem requirements

into computer programs. These difficulties become more evident when learners lack sufficient

practice or receive limited instructional support.

Research on the experiences of Information Technology students revealed that many

learners feel nervous, confused, and overwhelmed while learning programming. The most

common problems include understanding programming concepts, debugging errors, and

applying programming logic to solve complex problems. Students also identified inadequate

learning resources and limited practice opportunities as barriers to successful programming

learning.

The literature further explains that supportive instructors, effective teaching strategies,

collaborative learning, and regular programming practice can help reduce learning difficulties.

Providing students with meaningful learning experiences and continuous feedback improves

their confidence and encourages them to persist despite programming challenges. Consequently,
reducing learning difficulties may also decrease programming anxiety and improve students'

academic performance in programming courses.

7. Academic Performance

Academic performance refers to the level of achievement attained by students in their

educational activities. It is commonly measured through grades, examination results, and overall

academic accomplishments. Academic performance reflects students' knowledge, skills, learning

outcomes, and ability to meet the requirements of their academic program. In higher education,

maintaining good academic performance is essential because it indicates students' readiness for

professional practice and future employment.

Several studies have identified different factors that influence academic performance,

including motivation, study habits, learning environment, self-confidence, teaching strategies,

and psychological well-being. In programming courses, students' academic performance may

also be affected by their ability to understand programming concepts, solve logical problems,

and complete programming activities. Students who experience difficulties in these areas often

obtain lower academic achievement.

Olipas et al. (2021) reported that computer programming anxiety is associated with

students' academic performance. Their findings suggest that students who experience higher

levels of programming anxiety may encounter greater difficulty in completing programming

tasks successfully. Consequently, understanding the factors affecting academic performance

enables educators to develop interventions that improve students' learning experiences and

academic success.

Therefore, academic performance is considered one of the primary variables in the

present study because it reflects the learning outcomes of BSIT students and may be influenced

by programming anxiety.
8. Academic Stress

Academic stress refers to the psychological and emotional pressure students experience

while meeting academic demands such as examinations, projects, deadlines, and course

requirements. College students frequently encounter stress because of heavy workloads, time

management challenges, and expectations to achieve high academic performance. Although a

moderate level of stress may motivate students to study harder, excessive stress can negatively

affect learning, emotional well-being, and academic achievement.

Recent studies have shown that academic stress contributes to anxiety, decreased

concentration, reduced motivation, and poor academic performance. Students experiencing high

levels of stress may find it difficult to focus during classes, complete academic tasks efficiently,

and perform well in examinations. Similarly, anxiety related to academic responsibilities may

reduce students' confidence and willingness to participate in learning activities.

Research has also emphasized that effective stress management strategies, emotional

support, and positive learning environments help students cope with academic challenges.

Institutions are encouraged to provide guidance services, counseling programs, and supportive

instructional practices to promote students' well-being and improve their academic performance.

The reviewed literature indicates that academic stress is closely associated with students'

learning experiences. Since programming courses are often perceived as demanding, academic

stress may contribute to programming anxiety and influence the academic performance of BSIT

students.

9. Relationship Between Programming Anxiety and Academic Performance

The relationship between programming anxiety and academic performance has become

an important area of research in programming education. Several studies suggest that students

who experience higher levels of programming anxiety tend to have lower academic performance
because anxiety interferes with concentration, confidence, problem-solving, and classroom

participation.

Olipas et al. (2021) investigated the relationship between computer programming anxiety

and academic performance among BSIT students. The study emphasized that programming

anxiety influences students' learning experiences and serves as an important basis for improving

instructional strategies in programming education. Their findings indicate that reducing

programming anxiety may contribute to better academic outcomes among Information

Technology students.

Other studies similarly reported that anxiety experienced during programming activities

may decrease students' motivation and willingness to engage in problem-solving tasks. Students

who frequently encounter programming difficulties often become less confident, which may

eventually affect their academic achievement. Conversely, learners who receive adequate

instructional support and develop stronger programming confidence are more likely to perform

better academically.

These findings support the present study because they suggest that programming anxiety

is an important factor associated with students' academic performance. Understanding this

relationship may help educators develop strategies that improve students' learning experiences

and academic success in programming courses.

10. Strategies to Reduce Programming Anxiety

Reducing programming anxiety is an important goal in programming education because

it helps students develop confidence, improve learning experiences, and achieve better academic

performance. Researchers have proposed various instructional approaches that encourage active

participation, strengthen problem-solving skills, and increase students' motivation to learn

programming.
 Studies have shown that algorithm-based instruction, collaborative learning,

computational thinking activities, and project-based learning are effective strategies for reducing

programming anxiety. These approaches allow students to understand programming concepts

gradually while developing confidence in solving programming problems. Likewise, providing

regular programming practice, constructive feedback, and supportive classroom environments

enables students to overcome programming difficulties.

Research has also highlighted the importance of teacher support in reducing students'

anxiety. Instructors who encourage collaboration, provide clear explanations, and create positive
learning environments help students become more comfortable when learning programming.

Recent studies further suggest that integrating technology-assisted learning and interactive

programming activities improves students' engagement, programming self-efficacy, and

academic achievement.

Overall, the reviewed literature demonstrates that reducing programming anxiety requires

a combination of effective teaching strategies, supportive learning environments, and

opportunities for continuous practice. These findings are relevant to the present study because

they provide possible interventions that educational institutions may implement to improve the

academic performance of BSIT students experiencing programming anxiety.

 RELATED STUDIES

Local Study 1

Olipas and Luciano (2020) conducted a study titled Understanding the Impact of Using

Countdown Timer on the Academic Motivation and Computer Programming Anxiety of IT

Students: The Case of a State University in the Philippines. The study aimed to identify, analyze,

and evaluate the impact of using a countdown timer during programming exercises on the

academic motivation and computer programming anxiety of Bachelor of Science in Information

Technology (BSIT) students. The researchers employed a descriptive-correlational research

design and used purposive sampling to select sophomore BSIT students who regularly used a

countdown timer during laboratory programming activities.

The findings revealed that students had both intrinsic and extrinsic motivations for

pursuing their college education. The study also found that the respondents experienced varying

levels of programming anxiety and that the use of a countdown timer significantly influenced

their programming anxiety. Furthermore, selected demographic characteristics were found to

have a significant effect on the students' level of programming anxiety. These results suggest that

classroom management strategies and instructional tools can influence students' emotional
responses while learning programming.

This study is relevant to the present research because it examines computer programming

anxiety among Information Technology students, which is one of the primary variables of the

study. While the previous study focused on the effects of a countdown timer on programming

anxiety and motivation, the present study investigates the relationship between computer

programming anxiety and academic performance among BSIT students. Both studies contribute

to understanding factors that affect students' learning experiences in programming courses.

Local Study 2
 Olipas et al. (2021) conducted a study entitled The Academic Performance and the

Computer Programming Anxiety of BSIT Students: A Basis for Instructional Strategy

Improvement. The study aimed to determine the relationship between computer programming

anxiety and the academic performance of Bachelor of Science in Information Technology (BSIT)

students. Specifically, it sought to assess the students' level of programming anxiety and

academic performance and use the findings as a basis for improving instructional strategies in

programming courses. The researchers employed a quantitative research design using survey

questionnaires and students' academic records to gather the necessary data.

The results of the study revealed that computer programming anxiety plays an important

role in students' learning experiences and academic achievement. Students who experienced

higher levels of programming anxiety encountered greater difficulty in understanding

programming concepts, writing computer programs, and completing programming-related

activities. The findings also suggested that programming anxiety may negatively influence

students' confidence, motivation, and classroom participation. Based on these results, the

researchers recommended improving instructional strategies, providing adequate learning

support, and implementing teaching approaches that would help lessen programming anxiety and

enhance students' academic performance.

The study is highly relevant to the present research because it focuses on the same major

variables—computer programming anxiety and academic performance among BSIT students.

While the study of Olipas et al. (2021) examined the relationship between these variables to

recommend instructional improvements, the present study, Surviving the Syntax: A Survey on

Computer Programming Anxiety and Academic Performance Among BSIT Students, also

investigates how programming anxiety relates to students' academic performance. The findings

of the previous study provide a strong foundation and support for the current research by

emphasizing the importance of addressing programming anxiety to improve students' academic

success.
Local Study 3

Dela Cruz et al. (2020) conducted a study entitled Proposed Enhancements of Factors that

Relate to Student Performance in Basic Computer Programming Course in a Local University in

the Philippines. The study aimed to determine the factors related to the academic performance of

Bachelor of Science in Information Technology (BSIT) students enrolled in a Basic Computer

Programming course. Using a quantitative research design, the researchers administered survey

questionnaires to 200 second-year BSIT students to identify teacher-related and student-related

factors that influence performance in programming.

The findings revealed that students considered knowledgeable instructors, a friendly

classroom atmosphere, inspirational and respectful teachers, and challenging examinations as

important teacher-related factors that contribute to better learning. In terms of student-related

factors, the application of programming skills to future careers, adequate computer facilities,

diligence in studying, collaboration with classmates, and compliance with academic

requirements were identified as significant contributors to academic success. The researchers

concluded that both teacher-related and student-related factors are directly associated with

students' academic performance in programming courses and recommended enhancing these

factors to improve learning outcomes.

This study is relevant to the present research because it identifies the different factors that

influence students' academic performance in computer programming. While the study of Dela

Cruz et al. (2020) focused on instructional, environmental, and student-related factors affecting

performance, the present study, Surviving the Syntax: A Survey on Computer Programming

Anxiety and Academic Performance Among BSIT Students, specifically investigates the

relationship between computer programming anxiety and academic performance. The findings of

the previous study provide supporting evidence that several learning-related factors contribute to
students' success in programming courses, reinforcing the importance of examining

programming anxiety as one of these factors.

Local Study 4

Olipas & Cochanco (2021) conducted a study entitled The Information Technology

Students' Cognitive Determinants and Its Relationship to Academic Performance. The study

aimed to assess the cognitive determinants of Bachelor of Science in Information Technology

(BSIT) students during the second semester of the academic year 2019–2020 and determine their

relationship with academic performance in a major programming course. The researchers

employed a quantitative research design involving 394 BSIT students from Nueva Ecija

University of Science and Technology, Philippines.

The findings revealed that the respondents demonstrated high levels of academic

competence, test competence, time management, and strategic study habits. The study also found

a significant positive relationship between students' cognitive determinants and their academic

performance in programming courses. The researchers concluded that strengthening students'

cognitive skills and study habits can contribute to better academic achievement. They further

recommended that teachers provide meaningful learning experiences and effective instructional

strategies to continuously improve students' academic performance.

This study is relevant to the present research because it emphasizes the importance of

cognitive factors in students' academic achievement in programming courses. While the study

focused on academic competence, test competence, time management, and strategic study habits,

the present study, Surviving the Syntax: A Survey on Computer Programming Anxiety and

Academic Performance Among BSIT Students, specifically examines computer programming

anxiety as a factor affecting academic performance. Both studies seek to identify variables that

influence students' success in programming, providing valuable support for understanding and

improving learning outcomes.

Local Study 5

Cochanco et al. (2021) conducted a study entitled An Assessment on the Test Anxiety

and Academic Performance of Information Technology Students. The study aimed to determine

the level of test anxiety among Information Technology (IT) students and examine whether test

anxiety has a significant relationship with their academic performance. The researchers

employed a descriptive-correlational research design and involved 394 IT students enrolled in an

IT major course at a state university in Nueva Ecija, Philippines, during the second semester of

the academic year 2019–2020. The researchers used an adapted and validated questionnaire to

assess students' test anxiety and analyzed the data using descriptive statistics and correlation

analysis.

The findings revealed that the respondents somewhat typically experienced test anxiety

(Weighted Mean = 2.734). The study also found a significant positive relationship between test

anxiety and academic performance (r = 0.347, p = 0.000). This indicates that a moderate level of

test anxiety may encourage students to become more responsible and exert greater effort in their

studies, thereby contributing positively to their academic performance. Based on these findings,

the researchers recommended informing students about the positive and negative effects of test

anxiety and implementing strategies that help them effectively manage anxiety during

examinations.

This study is relevant to the present research because it examines the relationship

between anxiety and academic performance among Information Technology students. Although

the study focused specifically on test anxiety, its findings support the idea that different forms of

anxiety can influence students' academic achievement. Similarly, the present study, Surviving the

Syntax: A Survey on Computer Programming Anxiety and Academic Performance Among BSIT

Students, investigates how computer programming anxiety relates to academic performance. The
findings of the previous study provide supporting evidence that anxiety is an important factor

affecting students' learning outcomes and academic success.

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Cochanco, J. et al. (2021). An assessment on the test anxiety and academic performance of

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Dela Cruz, R. et al. (2020). Proposed enhancements of factors that relate to student performance

in basic computer programming course in a local university in the Philippines.

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