Unlocking the Code: Exploring Predictors of Future Interest in Learning Computer Programming Among Primary School Boys and Girls

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.