Abstract
The integration of programming into primary and secondary education has gained substantial attention globally, particularly in recent years. Despite efforts to showcase its benefits, there remains a gap in understanding whether students embrace programming and intend to persist in learning it. This study investigates the factors influencing the intention of primary school students to learn programming. It explores eight variables like perceived enjoyment, utility, ease of learning, social influence, creative and programming self-efficacy, and collaboration attitude, hypothesized to positively affect students’ behavioral intention to learn programming. Demographic factors such as age and gender were also considered. Data from 235 Serbian primary school students were collected via self-report questionnaires. Structural equation modeling revealed that the proposed model significantly explained students’ behavioral intention, accounting for 65.9% of the variance. Social influence and perceived enjoyment emerged as the most influential factors. The study discusses teaching implications for programming.
Data availability statement
The datasets generated during and/or analysed during the current study are available from the corresponding author on reasonable request.
Acknowledgements
During the preparation of this work the author(s) used Chat GPT in order to improve language and readability of the paper. After using this tool/service, the author(s) reviewed and edited the content as needed and take(s) full responsibility for the content of the publication.
Disclosure statement
No potential conflict of interest was reported by the author.
Additional information
Notes on contributors
Verica Milutinović
Verica Milutinović is an Associate Professor at the University of Kragujevac, Faculty of Education in Jagodina, Serbia. She specializes in ICT integration in education, technology acceptance, attitudes toward technology in teaching, and teaching programming. Her research interests include technology-enhanced learning, e-learning, emerging technologies, and pedagogical strategies for improved student performance.