Attitudes Toward Programming and Their Impact on C++ Academic Performance: An Exploratory Study

This study investigated the relationship between students’ programming attitudes, gender, and performance in C++ courses. A total of 100 undergraduates completed a 25-item Programming Attitude Survey, and their scores were matched with final C++ examination results. Reliability analysis confirmed good internal consistency of the instrument, supporting its use for measuring programming-related perceptions. Descriptive findings indicated generally positive attitudes, though broad measures of attitude did not significantly predict programming performance. Item-level analyses revealed that specific positive attitudes, such as problem-solving persistence and enjoyment of programming, were positively correlated with C++ achievement, whereas negative orientations, such as reliance on memorization and feelings of helplessness, were linked to lower scores. Gender-based comparisons showed that male students reported more favourable attitudes and outperformed female peers in C++ assessments, suggesting that structural and contextual factors may contribute to these disparities. Regression analysis further revealed that gender was a significant predictor of programming performance, while programming attitudes alone did not explain substantial variance. These results highlight the importance of examining specific attitude dimensions rather than overall scores, while also addressing gender-related disparities in programming education. The findings contribute to ongoing discussions on factors influencing programming success, emphasizing the dual importance of nurturing adaptive problem-solving attitudes and implementing gender-sensitive instructional practices. Future research should explore pedagogical interventions, such as cognitive apprenticeships and active learning approaches, that may foster more equitable and effective programming learning outcomes.