CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter presents the related literature and studies that support the present investigation on
computer programming anxiety and academic performance among BSIT students. It is
organized into related literature, related studies, and synthesis to provide a clear academic
foundation for the present research.
Related Literature
Computer Programming
Computer programming is a fundamental component of Information Technology education
because it develops logical reasoning, problem-solving, and analytical skills essential for
software development and other computing tasks. Programming enables students to design,
write, test, and maintain source code that performs specific functions in computer-based
systems. As a core area in the BSIT curriculum, it prepares students for careers that require
technical competence and computational thinking.
Olipas et al. (2021) emphasized that programming is one of the core domains in Information
Technology and a required subject in BSIT programs. Their study highlighted that programming
helps develop students’ logical thinking, analytical reasoning, creativity, and problem-solving
skills. However, programming is often viewed as difficult because beginners frequently struggle
with syntax, algorithm development, debugging, and logical reasoning. These difficulties may
affect students’ confidence and academic performance.
Programming Education
Programming education focuses on helping students develop the ability to solve problems
through logical thinking, algorithm design, and coding. Effective instruction allows learners to
understand programming concepts before applying them in actual programming tasks. Aydin
(2020) explained that algorithm instruction should be introduced before programming language
learning because algorithms provide the logical foundation of programming. This approach
helps students identify problems, determine inputs and outputs, and organize solution steps
systematically.
The literature also shows that learner-centered strategies such as algorithm education,
collaborative learning, practical exercises, and computer science unplugged activities may
improve students’ computational thinking and confidence. Supportive teaching, sufficient
practice, and engaging instructional methods are also associated with better understanding and
reduced learning difficulties. These findings suggest that effective programming education
contributes to improved academic performance.
Computer Programming Anxiety
Computer programming anxiety refers to the fear, tension, nervousness, or discomfort
experienced by students while learning programming. It usually occurs when learners face
unfamiliar concepts, syntax errors, debugging problems, and other difficult programming tasks.
Anxiety may reduce students’ participation, motivation, confidence, and overall academic
performance.
Olipas et al. (2021) described programming anxiety as a challenge commonly experienced by
BSIT students in programming courses. They noted that many students become anxious
because of the perceived difficulty of writing computer programs. Students who have difficulty
with algorithms, debugging, and syntax are more likely to lose confidence and avoid
participation in programming activities.
Factors Affecting Programming Anxiety
Programming anxiety is influenced by several academic, personal, and instructional factors.
Prior programming experience, teaching methods, classroom environment, confidence, and
problem-solving ability all affect how students perceive programming subjects. Students with
limited background in programming often experience greater frustration and anxiety, especially
when instructional support and practice opportunities are insufficient. In contrast, positive
classroom experiences and supportive instructors may help reduce anxiety and improve
learning outcomes.
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 complete programming tasks successfully.
Students with high self-efficacy are generally more confident in writing code and debugging
programs, while those with low self-efficacy are more likely to doubt their abilities and
experience anxiety.
Studies indicate that algorithm-based instruction can improve students’ programming
self-efficacy. Aydin (2020) found that students who received algorithm education demonstrated
improved confidence in programming and stronger computational thinking skills. A 2024 study
on digital literacy, programming self-efficacy, and computational thinking also reported that
students with stronger digital literacy tended to have higher programming self-efficacy. These
findings indicate that confidence is an important factor in programming education.
Learning Difficulties in Programming
Learning programming is challenging, especially for beginners who struggle with syntax,
algorithm construction, debugging, and logical application. These challenges may lead to
confusion, frustration, and anxiety, which can negatively affect learning and academic
performance. Research shows that students often consider programming one of the most
difficult subjects because it requires both analytical thinking and technical skills.
The literature further explains that supportive instructors, effective teaching strategies,
collaborative learning, and regular practice can help reduce learning difficulties. Continuous
feedback and meaningful learning experiences may also strengthen students’ confidence and
persistence. As a result, reducing learning difficulties may help lower programming anxiety and
improve academic performance.
Academic Performance
Academic performance refers to the level of achievement students obtain in educational
activities, often measured through grades, examinations, and overall academic outcomes. In
programming courses, academic performance may be affected by students’ understanding of
concepts, problem-solving ability, and completion of programming tasks. Students who
experience difficulty 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 with higher anxiety may struggle
more in completing programming tasks successfully. This indicates that academic performance
is an important variable in understanding the learning outcomes of BSIT students.
Academic Stress
Academic stress is the psychological and emotional pressure students experience while dealing
with examinations, projects, deadlines, and course requirements. Excessive stress may reduce
concentration, motivation, and academic achievement. In programming courses, academic
stress may contribute to anxiety and affect how students perform in tasks that require focus and
problem-solving.
The reviewed literature shows that programming anxiety and academic performance are
influenced by both cognitive and emotional factors. Reducing anxiety through effective
instruction, support, and practice may help students improve confidence and perform better in
programming courses.
Related Studies
Local Study 1
Olipas and Luciano (2020) investigated the impact of using a countdown timer on the academic
motivation and computer programming anxiety of IT students in a state university in the
Philippines. Using a descriptive-correlational design, the study found that students experienced
varying levels of programming anxiety and that the countdown timer significantly influenced their
anxiety. The researchers also reported that selected demographic characteristics affected
students’ programming anxiety. This study is relevant because it shows that classroom
strategies can influence students’ emotional responses in programming classes.
Local Study 2
Olipas et al. (2021) examined the relationship between computer programming anxiety and
academic performance among BSIT students. Using quantitative methods and survey
questionnaires, the study found that programming anxiety affects students’ learning experiences
and academic achievement. Students with higher anxiety had greater difficulty understanding
programming concepts, writing programs, and completing programming activities. The findings
support the present study because they highlight the importance of addressing programming
anxiety to improve academic performance.
Local Study 3
Dela Cruz et al. (2020) studied the factors related to student performance in a basic computer
programming course in a local university in the Philippines. The findings showed that
knowledgeable instructors, a friendly classroom atmosphere, inspirational teachers, adequate
facilities, diligence in studying, and collaboration with classmates were important factors linked
to better performance. This study is relevant because it identifies learning-related factors that
influence success in programming courses.
Local Study 4
Olipas and Cochanco (2021) assessed the cognitive determinants of BSIT students and their
relationship with academic performance in a major programming course. The study found high
levels of academic competence, test competence, time management, and strategic study habits
among the respondents, and these were positively related to academic performance. This
supports the idea that student-related factors contribute to success in programming courses.
Local Study 5
Cochanco et al. (2021) examined test anxiety and academic performance among Information
Technology students. The study found that respondents experienced test anxiety and that there
was a significant positive relationship between test anxiety and academic performance. The
authors suggested that moderate anxiety may encourage students to study harder and become
more responsible. This study is relevant because it shows that anxiety can influence academic
achievement among IT students.
Synthesis of the Literature and Studies
The reviewed literature and studies show that programming anxiety is shaped by instructional,
personal, and academic factors, and that it may influence academic performance among BSIT
students. They also suggest that effective teaching strategies, supportive learning
environments, and regular practice may reduce anxiety and improve outcomes. These findings
provide a strong basis for examining the relationship between computer programming anxiety
and academic performance in the present study.
References
Aydin, F. (2020). The effect of algorithm education on computer programming self-efficacy
perceptions and computational thinking skills. *International Journal of Computer Science
Education in Schools, 3*(3).
Cochanco, et al. (2021). An assessment on the test anxiety and academic performance of
Information Technology students.
Dela Cruz, et al. (2020). Proposed enhancements of factors that relate to student performance
in basic computer programming course in a local university in the Philippines.
Olipas, C. N. P., Leona, R. F., Villegas, A. C. A., Cunanan, A. I., Jr., & Javate, C. L. P. (2021).
The academic performance and the computer programming anxiety of BSIT students: A basis
for instructional strategy improvement. *International Journal of Advanced Engineering,
Management and Science, 7*(6). [Link]
Olipas, C. N. P., & Luciano, R. F. (2020). 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.
Olipas, & Cochanco. (2021). The information technology students’ cognitive determinants and
its relationship to academic performance.