Abstract
In this study, we present results of a research that investigates the impact of attending programming courses at Lyceum (15-18 years old students), on students' confidence and behavioral intention towards algorithmic logic. In particular, we measured students' behavioral intention for programming and students' confidence regarding data structures, problem solving and programming commands (Conditional - Loop). Responses from 81 graduate students, whose curriculum included programming courses at Lyceum were used to examine the benefits of programming in secondary education. The results indicate that students with prior attendance of programming courses exhibit high levels of confidence and acceptance regarding structured logic.
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