Improving Programming Skills: The Impact of Interactive E-Learning Tools on Student Success
This study examines the impact of e-learning platforms on programming education at Al-Baha University, focusing on student motivations, perceptions, and academic performance. A quantitative approach was employed with 100 diploma-level IT students, divided into an Experimental Group that utili...
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| Format: | Article |
| Language: | English |
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Centro Latinoamericano de Estudios en Informática
2025-02-01
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| Series: | CLEI Electronic Journal |
| Online Access: | https://clei.org/cleiej/index.php/cleiej/article/view/768 |
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| author | Mohammed Alghamdi |
| author_facet | Mohammed Alghamdi |
| author_sort | Mohammed Alghamdi |
| collection | DOAJ |
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This study examines the impact of e-learning platforms on programming education at Al-Baha University, focusing on student motivations, perceptions, and academic performance. A quantitative approach was employed with 100 diploma-level IT students, divided into an Experimental Group that utilized e-learning resources and a Non-experimental Group that followed traditional teaching methods. Pre- and post-experiment questionnaires evaluated attitudes, preferences, and programming proficiency. Results revealed a significant enhancement in the Experimental Group's perceptions of e-learning, with a 20-point increase in programming test scores compared to an 8-point increase in the Non-experimental Group (p < 0.05). Correlation analysis demonstrated a positive relationship (0.5460, p = 0.0000000013) between e-learning usage and academic performance, indicating that active engagement substantially improves outcomes. These findings align with Self-Determination Theory (SDT) and Expectancy-Value Theory (EVT), emphasizing how autonomy and perceived value contribute to intrinsic motivation and academic success. This research underscores the effectiveness of e-learning in fostering student engagement and programming proficiency, advocating for the integration of digital resources into educational curricula. By identifying key factors that influence e-learning adoption, this study offers valuable insights for optimizing digital learning environments. In the final analysis, it contributes to a deeper understanding of e-learning's role in programming education and highlights areas for future research to address challenges in its implementation.
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| format | Article |
| id | doaj-art-237cb777b8a24f96b88d26941a0737a8 |
| institution | Kabale University |
| issn | 0717-5000 |
| language | English |
| publishDate | 2025-02-01 |
| publisher | Centro Latinoamericano de Estudios en Informática |
| record_format | Article |
| series | CLEI Electronic Journal |
| spelling | doaj-art-237cb777b8a24f96b88d26941a0737a82025-02-06T16:59:25ZengCentro Latinoamericano de Estudios en InformáticaCLEI Electronic Journal0717-50002025-02-0128110.19153/cleiej.28.1.9Improving Programming Skills: The Impact of Interactive E-Learning Tools on Student SuccessMohammed Alghamdi0Al-Baha University This study examines the impact of e-learning platforms on programming education at Al-Baha University, focusing on student motivations, perceptions, and academic performance. A quantitative approach was employed with 100 diploma-level IT students, divided into an Experimental Group that utilized e-learning resources and a Non-experimental Group that followed traditional teaching methods. Pre- and post-experiment questionnaires evaluated attitudes, preferences, and programming proficiency. Results revealed a significant enhancement in the Experimental Group's perceptions of e-learning, with a 20-point increase in programming test scores compared to an 8-point increase in the Non-experimental Group (p < 0.05). Correlation analysis demonstrated a positive relationship (0.5460, p = 0.0000000013) between e-learning usage and academic performance, indicating that active engagement substantially improves outcomes. These findings align with Self-Determination Theory (SDT) and Expectancy-Value Theory (EVT), emphasizing how autonomy and perceived value contribute to intrinsic motivation and academic success. This research underscores the effectiveness of e-learning in fostering student engagement and programming proficiency, advocating for the integration of digital resources into educational curricula. By identifying key factors that influence e-learning adoption, this study offers valuable insights for optimizing digital learning environments. In the final analysis, it contributes to a deeper understanding of e-learning's role in programming education and highlights areas for future research to address challenges in its implementation. https://clei.org/cleiej/index.php/cleiej/article/view/768 |
| spellingShingle | Mohammed Alghamdi Improving Programming Skills: The Impact of Interactive E-Learning Tools on Student Success CLEI Electronic Journal |
| title | Improving Programming Skills: The Impact of Interactive E-Learning Tools on Student Success |
| title_full | Improving Programming Skills: The Impact of Interactive E-Learning Tools on Student Success |
| title_fullStr | Improving Programming Skills: The Impact of Interactive E-Learning Tools on Student Success |
| title_full_unstemmed | Improving Programming Skills: The Impact of Interactive E-Learning Tools on Student Success |
| title_short | Improving Programming Skills: The Impact of Interactive E-Learning Tools on Student Success |
| title_sort | improving programming skills the impact of interactive e learning tools on student success |
| url | https://clei.org/cleiej/index.php/cleiej/article/view/768 |
| work_keys_str_mv | AT mohammedalghamdi improvingprogrammingskillstheimpactofinteractiveelearningtoolsonstudentsuccess |