Learning Programming Difficulties: Toward an Integrated Conceptual Framework

Computer programming languages are becoming more indispensable as our world becomes more computerized. This paper highlights the importance of the factors affecting programming learning difficulties. A survey method was employed to measure the relationships between variables related to programming learning difficulties. A total of 227 students studying for a computer programming diploma at Umm Al-Qura University in Saudi Arabia were surveyed for this purpose. The methodology for the study was structural equation modeling, and AMOS software was used to test the structural and measurement model and study the interlinkages between variables. The theoretical framework employed in this study comprised the technology acceptance model and experiential learning theory. The indirect factors were English language competency, learning materials, educational facilities, and teaching practices. The study concluded that the interactions of these factors explain the programming learning difficulties experienced by students enrolled in programming courses. Moreover, the factors which had the greatest effect on programming learning difficulty were English language competency and educational facilities. Therefore, the factors mentioned above should be considered by educational institutions for enhancement and ongoing development because of their connection with the programming learning difficulties experienced by students.