Abstract
A study was conducted to explore student self-efficacy, motivation, and performance in learning programming online. A questionnaire was administered to 132 students in a Foundation in Engineering programme using the Computer Programming Self-Efficacy Scale and Intrinsic Motivation Inventory. Then, exam performance and Moodle logs were used to complement the findings. Data collected revealed that students with prior programming knowledge had more self-efficacy in simple and complex programming concepts. Students were mainly motivated to learn by interest and value. Students performed better in online programming classes, and their performance was positive correlated with Moodle access and attendance at live online classes. There are a few implications of this study. Online delivery is more appropriate for introductory programming course. However, the quality of online classes is inevitably uncertain due to the impact of uncontrollable external factors. Education regardless of whether face-to-face or online, is a complete package of academic knowledge, social and emotional development.
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