Motivation and Learning Style of 2nd year BSINTE students of NVSU Bambang.

Its

relationship to their basic programming competency.

A Research Presented in the Faculty of

College of Industrial Technology

NUEVA VIZCAYA STATE UNIVERSITY

Bambang Campus

Bambang, Nueva Vizcaya

In Partial Fulfillment

of the Requirements of the degree

BACHELOR OF SCIENCE IN INFORMATION TECHNOLOGY

By:

Gumiran, Pedro Jr, M

Tablada, Jolo Josiah, M

Tucay, John Hector, G

Abangan, John Loyd, E

Miranda, Mico Louise, A

Amlo, Myson
 TABLE OF CONTENTS

Table of Contents --------------------------------------------------------------------------------------------- i

List of figures of Tables -------------------------------------------------------------------------------------ii

Glossary -------------------------------------------------------------------------------------------------------iii

Acknowledgement ------------------------------------------------------------------------------------------ iv

CHAPTER I: Introduction-----------------------------------------------------------------------------------1

Background of the Study ------------------------------------------------------------------------------------1

Theoretical Framework --------------------------------------------------------------------------------------3

Conceptual Framework --------------------------------------------------------------------------------------5

Research Questions ------------------------------------------------------------------------------------------5

CHAPTER II: Methodology--------------------------------------------------------------------------------7

Research Design ---------------------------------------------------------------------------------------------7

Research Locale ---------------------------------------------------------------------------------------------7

Participants of the Study------------------------------------------------------------------------------------8

Sampling Techniques ---------------------------------------------------------------------------------------8

Statistical Treatments---------------------------------------------------------------------------------------9

Data Collection Procedure --------------------------------------------------------------------------------10

Research Instrument ---------------------------------------------------------------------------------------10

Ethical Consideration --------------------------------------------------------------------------------------11

CHAPTER III: Result and Discussion -------------------------------------------------------------------13

CHAPTER IV: Summary of Findings,

Conclusions and Recommendations ----------------------------------------------------------------------22
References ---------------------------------------------------------------------------------------------------25

i
 LIST OF FIGURES AND TABLES

Figure1: The research paradigm of the study---------------------------------------------------------5

Table 1. Level of Motivation ---------------------------------------------------------------------------13

Table 2. Student Preferred Learning Style------------------------------------------------------------14

Table 3. Level of Basic Programming Competency ------------------------------------------------16

Table 4. Relationship of Motivation and Learning Style--------------------------------------------18

Table 5. Relationship of Motivation and Basic Programming Competency----------------------19
Table 6. Relationship of Learning style and Basic programming competency-------------------13

ii
 GLOSSARY

Programming- Involves writing instructions (code) that a computer can understand and execute

to perform tasks or solve problems.

Learning Style- preferred way of absorbing, processing, and retaining information

Null Hypothesis- A statement in research that assumes there is no relationship or effect between

two variables being studied. It’s often tested to determine if any observed differences are due to

chance.

Theoretical Framework- A structure that explains your research study by connecting theories to

your observations. It’s like a guide that helps explain why certain things happen.

Conceptual Framework- a map that shows how different ideas, concepts, or variables in a study

are connected. It helps explain what you are studying, why it matters, and how you plan to

approach it.

Tactile - (also called kinesthetic learning) is a learning style where a person learns best by

physically doing or engaging in hands-on activities.

Sampling Techniques- are methods used to select a smaller group (a sample) from a larger

population for research. This helps researchers draw conclusions without studying the entire

population.

Correlation- refers to a relationship or connection between two or more variables. When

variables are correlated, changes in one may be associated with changes in another. It helps to

determine whether and how strongly pairs of variables are related.

iii
 ACKNOWLEDGEMENT

We would like to express our deepest gratitude to our research adviser, Sir Arnel A. Agustin, for

his exceptional guidance, unwavering support, and invaluable expertise, which have guided us

throughout this study. His encouragement, dedication, and commitment have played a pivotal

role in the success of this research.

Our heartfelt appreciation also goes to our peers, groupmates, and friends, whose continuous

support, cooperation, and encouragement have motivated us in every step of the way. Their

assistance and efforts have been indispensable, and we are truly grateful for their presence in this

journey.

We extend our sincere thanks to all our respondents for their time, cooperation, and willingness

to share their perspectives. Their invaluable contributions have been essential in completing this

research.

Finally, we are profoundly grateful to our families and loved ones, whose constant love,

patience, and belief in us have fueled our determination. Their encouragement has been our

foundation, and it is with deep affection that we dedicate this work to them.

iv
Chapter I
 INTRODUCTION

1.1 Background of the Study

As technology continues to evolve, the demand for skilled programmers has surged

across various industries. According to the U.S. Bureau of Labor Statistics, employment of

software developers, quality assurance analysts, and testers is projected to grow by 17% from

2023 to 2033, much faster than the average for all occupations. In light of this rapid

advancement, programming has become an essential skill for students pursuing Information

Technology. Mastering programming is crucial for staying competitive in a world driven by

technological innovation.

However, achieving competency in programming presents a significant challenge for

many students due to varying levels of motivation and preferred learning styles. Pacris (2020)

asserts that programming is a demanding skill that requires considerable effort and a tailored

approach, often overwhelming beginners. This issue is prevalent in schools where traditional

teaching methods fail to address diverse learning preferences, leading to disengagement and low

motivation. Students often struggle with self-directed learning and time management, making it

difficult to stay on track without proper guidance. While online resources provide support, over-

reliance on them can result in an incomplete understanding of complex topics. Moreover,

technical concepts, such as coding and algorithms, can appear intimidating when not effectively

explained in ways that align with students' learning preferences.

This challenge is reflected in high failure rates in introductory programming courses, as

reported by Konecki and Petrlic (2014) and Peng et al. (2017). Foundational programming skills,

as emphasized by Young (2012), involve proficiency in writing and compiling code, debugging
errors, managing input and output, and understanding control structures, loops, and algorithms.

Mastery of these skills requires not only knowledge but also motivation and teaching methods

tailored to individual learning styles.

Motivation plays a crucial role in programming education. Defined as the internal or

external forces that drive individuals to achieve goals which is vital in sustaining students'

interest and effort. Intrinsic motivation, such as a genuine curiosity about programming, fosters

persistence in challenging tasks, while extrinsic motivation, like grades or recognition, may

struggle to maintain consistent effort (Ryan & Deci, 2000; Deci & Ryan, 1985).

Similarly, learning styles significantly influence how students approach programming.

Visual learners benefit from diagrams, flowcharts, and other visual aids (Felder & Silverman,

1988). Auditory learners excel through lectures, discussions, and verbal explanations (Dunn &

Dunn, 1993). Kinesthetic learners prefer hands-on activities, such as writing code or debugging

(Lujan & DiCarlo, 2006). These differences highlight the need for teaching strategies that

accommodate diverse learning preferences to enhance programming education.

Despite the growing importance of motivation and learning styles, there is limited

research on how these factors specifically relate to basic programming competency. While

existing studies focus on general programming challenges and educational strategies, few

explore the direct relationship between motivation, learning styles, and basic programming

success. This gap highlights the need for further investigation into how motivation and learning

styles are connected to basic programming competency.

2
 This study aims to explore the relationship between motivation, learning styles, and basic

programming competency among second-year Information Technology students at Nueva

Vizcaya State University, Bambang Campus. By examining these relationships, the research

seeks to provide educators with a deeper understanding of the factors contributing to

programming success. Ultimately, the findings aim to inform strategies that address the diverse

needs of IT students, promote effective learning practices, and foster a supportive environment.

1.2 Theoretical Framework

The theory used in this research is Bandura's Social Cognitive Theory (SCT), which

emphasizes the interaction between cognitive, behavioral, and environmental factors in learning.

According to Bandura (1986), learning occurs through observational learning, where individuals

acquire new behaviors by watching others, and social influences, such as feedback and

encouragement, which can impact their motivation to engage in certain tasks.

In the context of this study, SCT posits that motivation and learning styles are key factors

influencing basic programming competency. Bandura’s theory suggests that students' motivation,

shaped by their beliefs and external reinforcements, can significantly impact their learning

outcomes. The theory emphasizes the importance of vicarious learning, where students learn

from observing peers or instructors and apply these learnings to solve programming problems.

Bandura's SCT also highlights the role of environmental factors in shaping a student’s

learning process. A positive learning environment, including effective teaching strategies that

cater to various learning styles (visual, auditory, and kinesthetic), can foster greater engagement

3
and enhance programming skills. For example, students who learn in environments that align

with their learning preferences are more likely to be motivated to tackle challenging

programming tasks.

Therefore, this study aims to explore how motivation, driven by both intrinsic and

extrinsic factors, and learning styles, influence students' ability to master programming concepts.

Bandura's SCT helps to explain how the interaction between personal, behavioral, and

environmental factors can enhance or hinder programming competency, suggesting that a well-

designed educational environment can significantly boost students’ performance in learning

programming.

In conclusion, the framework derived from Bandura’s Social Cognitive Theory supports

the idea that motivation and learning styles, combined with a positive learning environment, are

integral to the development of programming skills, as students' engagement and persistence are

influenced by the interplay of these factors.

1.2 Conceptual Framework

Motivation

Basic Programming
Competency

4
Learning Style
 Figure 1. The research paradigm of the study

In this figure, the independent variables are in the box on the left side, while the

dependent variable is in the box on the right side. The line indicates the possible relationships of

the independent variables to the dependent variable.

1.3 Research Questions

RQ1: What is the level of motivation among second-year BSINTE students at NVSU Bambang

Campus?

RQ2: What is the preferred learning style of second-year BSINTE students?

RQ3: What is the level of basic programming competency among second-year BSINTE

students?

RQ4: Is there a significant relationship between motivation and learning style among

second-year BSINTE students?

RQ5: Is there a significant relationship between motivation and basic programming competency

among second-year BSINTE students?

RQ6: Is there a significant relationship between learning style and basic programming

competency among second-year BSINTE students?

1.4 Null Hypothesis

5
H₀₁: There is no significant relationship between the level of motivation and the basic

programming competency of second-year BSINTE students at NVSU Bambang Campus.

H₀₂: There is no significant relationship between the learning style and the basic

programming competency of second-year BSINTE students.

H₀₃: There is no significant relationship between the level of motivation and learning style

among second-year BSINTE students.

Chapter II

METHODOLOGY

2.1 Research Design

This study applies the use of a descriptive correlational research design, a non-

experimental method that aims to identify relationships among variables without manipulating

them. Additionally, it is used to observe natural associations between variables, providing insight

6
into patterns and trends (Creswell & Creswell, 2017). This approach is useful for understanding

connections among variables as they naturally occur, which can then inform further research that

may explore causal links (Polit & Beck, 2012). The main objective of this study is to assess how

motivation and learning styles contribute to basic programming competency. Researchers will

collect the data using a research instrument, which is the survey questionnaire, conducted offline

using printed questionnaires.

2.2 Research Locale

This study will be conducted at Nueva Vizcaya State University, Bambang Campus,

located in Heroes Boulevard, Bambang, Nueva Vizcaya, 3702 on the island of Luzon with

approximately 14 hectares in size. As a prominent educational institution in the region, Bambang

campus serves a large and diverse student population. The selection of this campus is appropriate

due to its robust information technology program, making it an ideal setting to explore the

relationship between motivation, and learning style in the development of basic programming

competency among second-year Information Technology students. The study will be conducted

in the first semester of the academic year 2024-2025.

2.3 Participants of the Study

The participants of this study will include 86 second-year Information Technology

students enrolled at Nueva Vizcaya State University, Bambang Campus. The respondents will be

exclusively second-year Information Technology students. This focus will allow the research to

delve into the unique academic experiences, challenges, and engagement with resources specific

to students in this discipline. All participants will be humbly informed prior to their voluntary

7
participation, ensuring they understand the purpose, procedures, and confidentiality measures of

the study.

2.4 Sampling Techniques

This study will use purposive sampling to explore how motivation and learning styles

relate to basic programming competency among second-year Information Technology students at

Nueva Vizcaya State University, Bambang Campus. This sampling will be used to select second-

year IT students, ensuring that the sample aligns with the research's focus.

By purposefully selecting second-year IT students and employing a random selection

within this group, the data collected will be detailed and aligned with the study's goals. Using

Slovin’ s formula to calculate the sample size of 86 students from a total of 110 students, with a

margin of error of 0.05, ensures that the findings will be both representative and meaningful.

2.5 Statistical Treatments

The following statistical tools were employed in this study:

Mean. Implies average and it is the sum of a set of data divided by the amount of data.

Mean can prove to be an effective tool when comparing different sets of data (Dudovskiy, 2024).

This was utilized to provide the average values for the students’ motivation, learning style, and

basic programming competency.

8
 Standard Deviation. The standard deviation (SD) measures the extent of scattering in a

set of values, typically compared to the mean value of the set. The calculation of the SD depends

on whether the dataset is a sample or the entire population. Ideally, studies would obtain data

from the entire target population, which defines the population parameter. However, this is rarely

possible in research, and hence a sample of the population is often used (Omda; Sergent, 2023).

This will help measure the variability of the data, ensuring a better understanding of how much

the students’ responses deviated from the mean regarding their motivation, learning styles, and

basic programming competency.

Pearson Product-Moment Correlation Coefficient (Pearson r). The Pearson

correlation coefficient (r) is the most common way of measuring a linear correlation. It is a

number between –1 and 1 that measures the strength and direction of the relationship between

two variables (Turney, 2022). This was employed to determine the significant relationship

between the students’ motivation, learning styles, and their basic programming competency.

2.6 Data Collection Procedure

The researchers used paper-based survey questionnaires as the primary materials and

instruments for gathering data. In conducting the study, the researchers utilized an offline survey

with hardcopy questionnaires. According to Sue and Ritter (2012), an offline survey involves the

use of physical paper questionnaires for data collection, making it particularly useful in areas

with limited internet access and allowing for direct interaction with participants.

9
2.7 Research Instrument

The research instrument was adapted from three existing studies: (1) International Journal

of Medical Education by Bin Dayel et al., (2) Level of Proficiency of BSIT Students in Basic

Programming by Segundo Pacris Jr. from Cagayan State University, and (3) a questionnaire from

the University of Texas Learning Center, 2006. The structure and questions from these studies

provided a foundation, and the instrument was modified to suit the context of this study. These

adaptations ensured that the questionnaire was specifically aligned with the objectives of the

research.

The research instrument employed in this study is a self-report questionnaire designed to

measure and analyze the relationship between motivation, learning styles, and basic

programming competency among second-year Information Technology students at Nueva

Vizcaya State University, Bambang Campus. A self-report questionnaire collects data directly

from respondents through their own assessments or evaluations of their thoughts, feelings,

behaviors, or characteristics. These questionnaires typically consist of a series of questions or

statements to which respondents indicate their level of agreement, frequency, or endorsement,

often using a standardized response format such as a Likert scale (Fowler, 2014).

This type of questionnaire was chosen because it enables the efficient collection of

subjective data from a large sample of students and facilitates the measurement of multiple

variables relevant to the study. The questionnaire is designed to gather data on student

motivation, learning styles, and basic programming competency. It uses a Likert scale with five

response options: Strongly Agree, Agree, Neither, Disagree, Strongly Disagree or Very High

Competency, High Competency, Moderate Competency, Low Competency, Very Low

Competency.

10
 The questionnaire allows students to reflect on and provide insights regarding their basic

programming competency, motivation, and learning styles, which are essential for this study.

2.8 Ethical Consideration

In conducting the research, strict ethical guidelines will be followed to ensure the

integrity of the study and protect participants' rights and well-being. Key ethical principles

include:

Voluntary Participation and Informed Consent. Participation in the study will be

entirely voluntary. Participants were provided with clear information about the study’s

objectives, procedures, potential risks, and benefits. Verbal consent was obtained to ensure

participants understood their rights, including the ability to withdraw from the study at any time

without any negative consequences.

Privacy and Confidentiality. Personal data will be kept secure and anonymous in the

final report. In compliance with the Data Privacy Act of 2012 (RA 10173), participant privacy

will be prioritized. Only authorized researchers will have access to the data, which will be used

solely for the study and not shared without consent.

Plagiarism. Proper citations will be provided for all sources, and plagiarism detection

tools will be used to ensure originality. Specifically, Grammarly's Plagiarism Checker will be

used to verify the originality of the content.

Forgery. No data or information will be falsified or manipulated.

11
 Fabrication. The data collected will be based on actual findings, and no fictional data

will be included.

Deceit. Participants will be fully informed about the study, and no misleading

information will be provided.

Data Security. The data will be stored securely, with strict confidentiality and protected

against unauthorized access. It will be used exclusively for this study.

Chapter III.

RESULTS AND DISCUSSION

This chapter presents the gathered data, the results of analysis using statistical tool and

the interpretation of the findings.

RQ1: What is the level of motivation among second-year BSINTE students at NVSU

Bambang Campus?

Table 1. Level of Motivation

12
 Motivation Mean SD Descriptive

Interpretation

Intrinsic 3.81 0.61 Agree

Extrinsic 3.64 0.80 Agree

Total 3.73 0.70 Agree

LEGEND: 1.00-1.80 (Strongly Disagree); 1.81-2.60 (Disagree); 2.61-3.40 (Neither), 3.41-4.20 (Agree); 4.21-5.00

(Strongly Agree)

Table 1 shows that the motivation level among second-year BSINTE students at NVSU

Bambang Campus is generally high, with a total mean of 3.73 (SD = 0.70). This indicates that

students agree that both intrinsic and extrinsic motivation are important, with intrinsic motivation

being slightly more influential (M = 3.81, SD = 0.61). This suggests that students place more

value on personal interest and enjoyment in their studies which is supported by Deci and Ryan's

Self-Determination Theory (1985) stating that intrinsic motivation tends to lead to better long-

term engagement and learning.

On the other hand, extrinsic motivation (M = 3.64, SD = 0.80), though slightly lower , it

also plays a significant role. This aligns with Vroom's Expectancy Theory (1964), which

highlights that students are motivated by expected outcomes, such as rewards and recognition.

Additionally, Skinner's Operant Conditioning Theory (1953) and Maslow's Hierarchy of Needs

(1943) support the idea that external rewards help reinforce behavior and satisfy lower-level

needs.

RQ2: What is the preferred learning style of second-year BSINTE students?

13
Table 2. Student Preferred Learning Styles

Learning Style Mean SD Descriptive

Interpretation

Visual 4.00 0.01 Agree

Auditory 3.69 0.67 Agree

Tactile 3.34 0.59 Neither

LEGEND: 1.00-1.80 (Strongly Disagree); 1.81-2.60 (Disagree); 2.61-3.40 (Neither), 3.41-4.20 (Agree); 4.21-5.00

(Strongly Agree)

Table 1 presents the preferred learning styles of students, including visual, auditory, and

tactile learning styles. The table shows that the visual learning style ranks highest (M = 4.00, SD

= 0.01), indicating a strong consensus among students that they prefer to rely on images, videos,

and illustrations to process and understand information effectively. This aligns with the study of

Fang, Daud, Al Haddad, and Mohd-Yusof (2017), which revealed that students often depend on

visual aids such as graphs and figures to enhance their understanding of lessons. While auditory

learning style follows (M = 3.69, SD = 0.67), suggesting that students benefit from sound-based

learning methods, such as discussions, audio materials, and other auditory approaches in

teaching. This indicates that students with an auditory learning preference find it easier to grasp

and retain information when taught through listening and verbal interaction. This finding is

supported by the study of Moneva (2020) and Mayer (2001), who highlight that auditory learner

tend to excel in environments that incorporate verbal explanations and discussions thus

improving learning outcomes, enhancing comprehension and memory retention through audio

elements such as podcasts, audio explanations, or spoken instructions can enhance

comprehension and memory retention.

14
 Lastly, the tactile learning style (M = 3.34, SD = 0.59) shows that, on average, students

are neutral or slightly positive about the effectiveness of tactile learning methods. The mean

indicates that students find tactile learning somewhat helpful but not their preferred style. The

standard deviation reveals a small variance in how students rate tactile learning. This finding

aligns with Gardner's (2006) theory of multiple intelligences, which suggests that while some

individuals may prefer tactile or kinesthetic learning, it is not universally the most effective

method for all students.

RQ3: What is the level of basic programming competency among second-year BSINTE

students?

Table 3. Level of Basic Programming Competency

Basic Programming Competency Mean SD Descriptive

Interpretation

Writing and Compiling Code 3.47 0.69 High Competency

Debugging Programs 3.51 0.63 High Competency

Input/Output using files 3.58 0.67 High Competency

Flowchart 3.62 0.67 High Competency

Use of variables 3.72 0.61 High Competency

Control structures and Loops 3.62 0.60 High Competency

Functions 3.59 0.69 High Competency

Methods 3.60 0.71 High Competency

Data Structures 3.59 0.61 High Competency

Algorithms 3.47 0.63 High Competency

15
Total 3.58 0.53 High Competency
LEGEND: 1.00-1.80: Very Low Competency; 1.81-2.60: Low Competency; 2.61-3.40: Moderate Competency; 3.41-4.20: High Competency;

4.21-5.00: Very High Competency

Table 3 presents the student competency level in basic programming in different

categories.

The table shows that the participants possess a high level of competency in different

skills of basic programming with total mean score of 3.58 and a standard deviation of 0.53. This

result reflects a strong foundation in programming, showcasing respondents' confidence and

familiarity with fundamental concepts. The use of variables achieved the highest(mean=3.72,

SD=0.61)suggesting that respondents are particularly confident in their understanding and

application of variables. This aligns with prior research that emphasizes the importance of

mastering fundamental constructs like variables in early programming education (Lister et al.,

2004). Followed by flowcharting and control structures and loops both scored a mean of 3.62,

signaling strong logical reasoning skills and an adeptness at problem-solving techniques. These

findings are in agreement with Lister et al. (2004), who highlighted that concepts like variable

usage and flowcharting are central to a student's ability to succeed in programming. And the data

structure and function having similar mean of 3.59 indicates that student also have high level of

competency in doing data structures and functions.

However, the analysis identifies input/output using files (mean= 3.58), algorithm and

writing and compiling code (mean= 3.47), and debugging programs (mean= 3.51) as the areas

with the lowest scores, signaling that these are challenging skills for many respondents. This is

16
supported by Powers (2018), who stated that algorithm design requires advanced problem-

solving and abstraction abilities, which are cognitively demanding for students. Furthermore,

Cognitive Load Theory (Sweller, 1988) offers an additional explanation, suggesting that tasks

that require high cognitive load, such as designing algorithms and debugging code can

overwhelm students' working memory, hindering their ability to effectively process information

and solve problems.

In line with this, Constructivist Learning Theory (Piaget, 1972) emphasizes the

importance of active problem-solving in knowledge construction. When tasks, like algorithm

design, involve complex concepts and abstract reasoning, they can pose significant challenges

for learners, making it harder to build understanding. Moreover, Vygotsky’s Zone of Proximal

Development (1978) further supports this by indicating that learners often struggle with tasks

that are beyond their current capabilities, such as debugging and algorithm design, without

adequate support or guidance from more knowledgeable peers or instructors. Collectively, these

theories highlight why students may find tasks like algorithm design, debugging, and file I/O

particularly difficult.

RQ4: Is there a significant relationship between motivation and learning style among

second-year BSINTE students?

Table 4: Relationship of Motivation and Learning Style

Variables Mean Correlation p- value Interpretation

Coefficient

Motivation 3.73 Statistically

17
 Learning Style 3.81 Significant
0.55 0.0001*
*
Significant at 0.05

Table 4 presents the relationship between student motivation and learning style. The table

shows a statistically significant positive correlation (r = 0.55, p = 0.0001) between motivation

and learning style, indicating that as motivation increases, students may develop preferences for

certain learning styles thus the null hypothesis 1 is rejected.

This finding is supported by Vygotsky’s Sociocultural Theory (1978), which emphasizes

the influence of motivation and social interactions on learning. According to Vygotsky,

motivated learners are more likely to engage actively with tasks, which could lead to the

development of specific learning strategies, including preferences for certain learning styles.

Additionally, studies by Pintrich and Schunk (2002) and Järvelä and Renninger (2014) highlight

the connection between motivation and learning strategies, noting that motivation can influence

how students approach and interact with different types of learning activities. These studies

suggest that motivated learners are more likely to choose and develop adaptive learning styles

that suit their needs.

RQ5: Is there a significant relationship between motivation and basic programming

competency among second-year BSINTE students?

Table5: Relationship of Motivation and Basic Programming Competency

Variables Mean Correlation p- value Interpretation

18
 Coefficient

Motivation 3.73 Statistically

Basic 3.58 Significant

*
0.61 0.0001
Programming

Competency
*
Significant at 0.05

Table 5 shows the correlation between students' motivation and their basic programming

competency. The table presents a strong positive correlation (r = 0.61, p = 0.0001), suggesting

that students with higher motivation are more likely to perform better in basic programming

tasks thus the null hypothesis 2 is rejected. This finding is supported by Bandura’s Self-Efficacy

Theory (1986), which posits that motivated students with high self-efficacy are more likely to

succeed in challenging tasks, such as programming. Additionally, Eccles and Wigfield’s

Expectancy-Value Theory (2002) explains that students who are motivated tend to have positive

expectations for success in their learning tasks, driving improved performance. These theories

emphasize that motivation plays a critical role in shaping students' performance in programming,

reinforcing the importance of fostering motivation in educational settings.

RQ6: Is there a significant relationship between learning style and basic programming

competency among second-year BSINTE students?

Table6: Relationship of Learning style and Basic programming competency

Variables Mean Correlation p- value Interpretation

19
 Coefficient

Learning Style 3.73

Basic 3.58
0.38 0.0005* Statistically
Programming
Significant
Competency
*
Significant at 0.05

Table 6 presents the correlation between students' learning style and their basic

programming competency. The results indicate a weak positive correlation (r = 0.38, p =

0.0005), suggesting that students' preferred learning styles are somewhat related to their

performance in programming tasks thus the null hypothesis 3 is rejected. This finding aligns with

Kolb’s Experiential Learning Theory (1984), which emphasizes that individuals with hands-on

learning preferences tend to perform better in tasks requiring practical engagement, such as

programming. According to Kolb’s model, students who prefer active experimentation and

concrete experiences are likely to engage more effectively with programming tasks.

Additionally, Piaget’s Constructivist Learning Theory (1972) supports this view by

suggesting that students learn best when their learning style is congruent with the material they

are engaging with. In the context of programming, students who actively interact with the

material through methods like trial and error or hands-on exercises may find it easier to grasp

programming concepts. Piaget’s theory highlights the importance of active engagement in

learning, which is particularly relevant to programming, where practical application plays a key

role in skill development.

20
 CHAPTER IV

SUMMARY OF FINDINGS, CONCLUSIONS

AND RECOMMENDATIONS

21
 This chapter presents the summary of findings, conclusions and recommendations on the

study titled "Motivation and Learning Style of 2nd Year BSINTE Students of NVSU Bambang:

Its Relationship to Their Basic Programming Competency.".

Findings

The study revealed that students preferred the visual learning style the most, followed by

auditory learning, while tactile learning was rated lower. This suggests that students tend to rely

more on images, videos, and illustrations to process information rather than tactile methods. The

results also highlighted that students showed a stronger preference for intrinsic motivation over

extrinsic motivation, with personal interest and enjoyment in the subject matter being the key

motivators.

In terms of basic programming competencies, students demonstrated high proficiency,

particularly in using variables ,flowcharting, control structures and loops, data structure and

function. However, areas such as input/output using files, algorithm, writing and compiling code

and debugging programs posed more challenges for many students. This indicates that while

students are confident in core programming skills, more support may be needed for more

complex tasks.

Correlation analysis revealed a statistically significant positive relationship between

motivation and learning style, implying that higher motivation could influence students'

preferred learning methods. Additionally, a strong positive correlation was found between

motivation and basic programming competency, suggesting that motivated students tend to

perform better in programming tasks. A weak positive correlation between learning style and

programming competency further indicated that students whose learning preferences align with

hands-on methods tend to excel in programming.

22
Conclusion

The findings of this study underline the importance of motivation and learning style in

the development of programming skills. Visual and auditory learning tools are crucial for

engaging students, and intrinsic motivation plays a significant role in driving their success in

programming. While students exhibit strong competencies in basic programming concepts such

as variables and flowcharting, control structures and loops, data structure and function.

challenges remain in more complex areas like input/output using files, algorithm, writing and

compiling code and debugging programs. Addressing these challenges through targeted

interventions and support will be crucial for improving overall programming competence.

Additionally, understanding and catering to students' preferred learning styles can further

enhance the effectiveness of instruction.

Recommendations

Based on the findings, several recommendations can be made to improve the learning

experience and outcomes in programming education. First, educators should incorporate a

variety of visual and auditory learning tools, such as interactive videos, diagrams, and sound-

based resources, to better align with students’ preferred learning styles. This approach can

enhance engagement and comprehension, particularly for students who thrive with visual and

auditory materials.

Second, fostering intrinsic motivation should be a priority in programming education.

Educators can encourage students’ personal interest in programming by incorporating project-

based learning, gamification, and problem-solving tasks that allow students to explore their

creativity and gain satisfaction from solving real-world problems.

23
 Third, more attention should be given to the areas where students face challenges, such as

input/output using files, algorithm, writing and compiling code and debugging programs.

Offering additional resources, workshops, and hands-on practice can help students overcome

these difficulties and build confidence in their skills. Peer tutoring and mentoring programs could

also be beneficial in providing extra support to students who struggle with these more advanced

concepts.

Finally, instructors should tailor their teaching methods to align with students’ learning

preferences. This individualized approach, which considers the various ways students learn, can

improve learning outcomes and ensure that all students receive the support they need to succeed

in programming. By implementing these recommendations, educators can create a more effective

and engaging learning environment, ultimately fostering greater success in programming

education.

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