CHAPTER I

THE PROBLEM AND ITS SCOPE

INTRODUCTION

Rationale of the Study

The third-year BSIT Computer Technology students take a course called

programming that provides reasonable material that is beneficial in the day-to-day

application of programming. It is crucial that students fully comprehend and the

guiding principles in order to connect this material to real-world situations.

Computer programming is a fundamentals skill for so many different

applications not just software development or cutting-edge research into artificial

intelligence. Programming refers to the process of writing a computer program, which

is a set of instruction that computer executes to get the required result. A programmer

is usually responsible for writing codes for desktop software and applications or

improving the current standard of software, or implementing some new features and

functionalities.

Hence, the research will conduct a research study concerned the Impact of

Educational Programming Learning Website that will identify the best solution to aid or

help students, teacher, researcher and future researcher understand the best

approach to take in online learning engagement for programming language as well as

how to access problem they encountered.

Learning in programming website is learning codes, not only allows you to give

machines instructions, but it also teaches you abstract thinking and problem solving.
In fact, problem solving skills and creativity are the key to becoming a successful

computer
 2

programmer. Of course, you’ll also need to know some coding languages to apply your

knowledge.

According to Techopedia “Web programming refers to the writing, markup and

coding involved in Web development, which includes Web content, Web client and

server scripting and network security. The most common languages used for Web

programming are Extensible Markup Language (XML), HyperText Markup Language

(HTML), JavaScript, and PHP (Hypertext Preprocessor). Web programming is

different from just programming, which requires interdisciplinary knowledge on the

application area, client and server scripting, and database technology.” Programming

is a broad platform, it has different categories to learn with.

At present, the researchers come up to conduct this study to know what are the

prior knowledge of the respondents about programming. Also, the researchers want to

know what are the programming learning website they used to build acquire or to

learn on programming skills. Thus, the researchers conducted this study to know the

opinion of the respondents about their experience on using those programming

learning website.
 3

Theoretical Background of The Study

According to the Online Collaborative Learning Theory by Linda Harasim,

states that focuses on the facilities of the Internet to provide learning environments

that foster collaboration and knowledge building. Harasim described Online

Collaborative Learning (OCL) as a new theory of learning that focuses on

collaborative learning, knowledge building, and Internet use as a means to reshape

formal, non-formal, and informal education for the Knowledge Age.

In Online Collaborative Learning, there are three phases of knowledge

construction through discourse in a group: Idea generating: the brainstorming phase,

where divergent thoughts are gathered. Idea organizing: the phase where ideas are

compared, analyzed, and categorized through discussion and argument. Intellectual

convergence: the phase where intellectual synthesis and consensus occurs, including

agreeing to disagree, usually through an assignment, essay, or other joint piece of

work. According to the “Programming Theory: A waste of time, or key to your dream

coding job?” by Owen Hughes. Online coding courses and so-called boot camps have

exploded in popularity in recent years among those looking for a fast track into

software development. These intensive courses usually focus on a specific

programming language or platform, which students will be taught to use over the

course of several weeks. While they might be a convenient choice for someone

looking for a mid-life career shift, or for someone who doesn’t have the time or money

to sit a two-to-four-year computer science degree, online courses rarely leave

students with an understanding of programming fundamentals. This can come as a

nasty surprise when it shows up in the interview process.

 4

According to the Programming Learning Theory by the Wikipedia, states that

programming is a branch of computer science that deals with the design,

implementation, analysis, characterization, and classification of formal languages

known as programming languages. Programming language theory is closely related to

other fields including mathematics, software engineering, and linguistics. There are a

number of academic conferences and journals in the area.

This research is supported by this theory, the researchers need to provide

learning environments that foster collaboration and knowledge building. So, for this

case the researcher should have the information containing the opinions of the

respondents. Then the researchers will ask what programming learning websites they

know.
 5

THE PROBLEM

Statement of the problem

This study aims to determine the Impact of Educational Programming Learning

Website for the 3rd Year BSIT Computer Technology students in Lapu-Lapu City

College, S.Y. 2022-2023.

Specifically, this study aims to answer the following sub-questions:

1. The profile of the respondents:

1.1 Gender

1.2 Section

2. What are the widely known Programming Learning Websites used by the

respondents?

3. The respondent used Programming Learning Website for what purpose?

4. How useful is the Educational Programming Learning Website to the respondents?

5. What are the challenges encountered by the respondents in using Programming

Learning Websites?

6. How often do respondents use the Programming Learning Websites on a daily

basis?

7. On a daily basis, how long do the respondents utilize the Programming Learning

Websites?

8. Based on the result of the study, what recommendations can be proposed?

 6

Significance of the Study

This study aims to determine the impact of the educational programming

learning website for the 3rd year BSIT Computer Technology students in Lapu-Lapu

City College. The result of this research will provide an information and knowledge to

the following beneficiaries:

Administration: This study will aid in the consolidation of the knowledge that

teachers can impart to students in order to facilitate proper learning and motivate

learners.

Future Researchers: This study will serve as a resource material for future

researchers whose study is connected to the programming learning website.

Students: This study will be beneficial to the students for this will be their guide to

have knowledge about the impact of educational programming on their learning

website. This will serve as a guide to develop their thinking and performance. It is

hoped that this study will be great help for effective learning.

Teachers: In order to help students be guided and supported in the appropriate

manner for their learning, this study will raise awareness of the learning website. For

a teacher, having successful students in the future will be a huge honor and success.
 7

Conceptual Framework
INPUT

Data of the respondents from 3rd Year BSIT Computer Technology students in
LapuLapu City College, S.Y. 2022-2023

Demographic Profile and Experience

Survey Questionnaire

PROCESS

Collecting necessary data through online survey via Google Form, then analyze and
interpret the data gathered.
Data Presentation

OUTPUT

Formulate summary of findings, conclusion and recommendations.

Create an Action Plan based on the overall findings of the data.

Figure 1

Conceptual Framework
 8

DEFINITION OF TERMS

These following terms were defined according to how they are being used in this

study:

Accessibility - is the practice of making information, activities, and environments

sensible, meaningful, and usable for as many people as possible

Budget - is the total number of products you are able to purchase.

Codechum - is an online platform where teachers can manage their programming

classes and activities for students to answer online.

Digital Technology - a device uses a network to share and gain information.

ICT (Information and Communications Technology) - is a part of digital technology

that is used to have an interaction through the digital world.

Intellectual Convergence - is a way of thinking where the goal is to find the one,

proven solution to an issue. It is focused on determining the one best or, most

frequently, right response to a query.

Online Collaborate Learning - Using information and communication technology,

particularly the Internet, as the mediating instruments, participants learn

collaboratively in teams.

Stock overflow - is a particular kind of buffer overflow error that happens when an
application tries to use more call stack memory than has been allotted to it.

Web Programming - is a machine language that the respondents have employed.

Website - is a set of related web pages located under a single domain name.
 CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This study was conducted to determine the impact of Educational Programming

Learning Website for the 3rd Year BSIT Computer Technology Students in Lapu-Lapu

City College, S.Y. 2022-2023.

The foreign and the local review of related literature and studies influence the present

study:

Foreign Studies

According to Usak Univerity, this study introduces a story-based e-learning

oriented course tool that was designed and developed for using within “computer

programming” courses. With this tool, students can easily adapt themselves to the

subjects in the context of computer programming principles, thanks to the story-based,

interactive processes. By using visually improved elements, it is aimed to ensure a step-

by-step learning – teaching session, which allows students to organize a typical learning

process on their own. As a result of using this approach and the story-based

environment, it can be very easy, fast and entertaining for students to learn

fundamentals of the computer programming approach and its related sub-subjects.

Furthermore, complex, technical and abstract concepts of a typical computer

programming course can also be taught easily without needing for any extra material to

improve course conditions. This paper was revised after being presented at 6th

International Computer and Instructional Technologies Symposium, Gaziantep, Turkey,

4-6 October 2012.

Attracting pupils from secondary schools (12–18 years old) to learn programming
 10

is not easy. It is especially the case in Belgium where there is no or very few

programming and algorithm design courses in secondary schools. Another issue is that

teachers who are in charge of computer science courses are afraid of teaching a matter

they do not feel comfortable with, especially when they are not informatics teachers.

This paper presents ILPADS, interactive learning of programming and algorithm design

skills, an interactive website which aims at gradually growing algorithmic thinking skills

to lead pupils towards the learning of the Python programming language. That website

aims to serve as working material to support teachers for their computer science

courses in secondary schools. Pupils can also use the website at home to continue

learning on their own. The paper presents the interactive website and mainly focuses on

the design of the ILPADS activities. Future work includes testing the website in real

classrooms and evaluating it. (Olympiads in Informatics, 2013)

The study that was conducted by Elsevier (2015) attempted to investigate the

effect of teaching code.org site on reflective thinking skills towards problem solving.

More specifically, this study attempts to investigate whether there is a gender difference

in terms of students’ reflective thinking skills towards problem solving. This triangulation

study was conducted with 32 primary school students. The quantitative part of the study

was conducted in pre-test/post-test comparison design of quasi-experimental design.

The scores of reflective problem-solving skills were gathered through the reflective

thinking skill scale towards problem solving and the students’ performances in the code-

org site were examined. In the qualitative part of the research, after the five-week

experimental process, focus group interviews were conducted with ten students and a

reflection paper from the IT teacher was analysed.

 11

According to Firas Layth Khaleel, computer science novice students find it hard

to learn and master programming language subjects. In previous work, an investigation

was done to confirm this assumption. The finding showed that students experienced

ineffective learning, lacked interest towards this course, and lacked motivation. Previous

studies have shown that applying Gamification elements in websites engages users.

Gamification refers to the use of game elements in a non-game context in order to

increase engagement between human and computer. In priory, a gamification-based

learning website for programming language course was developed. This study aimed to

measure the effectiveness and motivation level of using a Gamification website for

programming language learning for first year students. Quantitative research approach

was used. The effectiveness of the gamification website was tested using Quasi

experiment. Student motivation was measured using ARCS motivation model. The

findings showed that there were significant differences in the overall results of student

performance (effectiveness and motivation) between the experimental and control

groups. (Khaleel 2019)

According to the Department of Preschool Education, Faculty of Education,

University of Crete, Crete, Greece, this study shows that quality and intensive early

childhood education positively affects children’s learning later in life (Bers, 2019; Yu and

Roque, 2018). Consequently, in the past few years, around the globe, countries are

introducing computing curricula into their national curriculums to equip pupils with much-

needed skills. The development of Computational Thinking skills for young children

attract increasing attention (Strawhacker et al., 2018) as a new literacy for the twenty-

first century (Bers, 2020). It is considered an effective way to build thinkers and
 11

innovators,
 12

engaging children in skills that translate across the disciplines and undoubtedly need

them at some point in their lives (Kazakoff, 2014). As Bers (2020) highlights, coding can

be studied as a domain-general problem-solving mechanism and a process that allows

users to create shareable products.

Foreign Literature

Programming courses are among the important components of the curriculum to

be studied, not only in the field of Information Technology, but also required in most of

the field including Science, Mathematics, and Engineering at tertiary levels. However,

the subject is considered difficult, complex and categorized as part of the seven grand

challenges in computing education. The level of students’ understanding of the topic is

moderate and the most difficult topic for them is understanding the abstract concepts

involving the role of variable position in computer memory (such as multi-dimensional

array, looping statement and function) when the program executed. Also, students

faced difficulties in understanding the basic concept of programming structure and

designing a program to solve certain tasks. (Derus, S. R., & Ali, A. Z., 2012)Computer

Programming as a process that embodies the creation of an executable computer

program for a given computational problem by analyzing the task and developing an

algorithm that computes the desired result. Due to its complex and diverse nature,

programming requires a certain level of expertise in analysis of algorithms, data

structures, mathematics, formal logic as well as related tasks such as testing and

debugging. Due to increasing awareness of need for programming, there exists

numerous competitive programming websites where students can practice and solve

problems. The aim of our work is to assess the performance of students on such
 12

platforms. This work shall not only help the learners to

 13

self-assess themselves, but it will also aid the educators to evaluate the progress of

their students. (2016 International Conference on Advances in Computing,

Communications and Informatics (ICACCI).

Reconstruction of LariJava Learning Programming Website Using MVC Concept

Viska Mutiawani, Muhammad Chaidir, Razief Perucha Fauzie Afidh, Irvanizam

Irvanizam, Mabrina MR Amalia, Juwita Juwita 2019 IEEE International Conference on

Engineering, Technology and Education (TALE), 1-6, 2019 Various types of subjects

can be delivered via e-learning, including programming courses. Programming can be

categorized as a difficult and complex course of study. This difficulty is caused by a lack

of problem-solving and analytical thinking skills.

In the field of information education, the introductory course of programming is a

threshold. It is often the first course faced by students with no or little background

knowledge. For learning unfamiliar and difficult things, students will inevitably be

vulnerable and give up their learning. Hence, it is necessary to help students correctly

cultivate the concept of computational thinking to assist them in their learning process to

reduce learning difficulties as well as enhance interest. Our research team designed an

online programming educational tool that is based on Python, Scratch, and activity

diagrams. The purpose is to help students learn the basic concepts in the introductory

programming courses. Users can just connect to the website to learn and many

convenient functions are added to record the learning process.

Many factors influence students’ programming skill, such as teaching-learning

method (TLM), digital content (DC), and platform. Due to many types of them, lecturers

and students are confused to apply the most appropriate ones to improve programming
 14

skill. This research uses a systematic literature review (SLR) approach to summarize

and present digital contents’ effectiveness (quantitative and qualitative) combined with

teaching learning styles and platforms for improving programming skill. Expected results

of this research are contribution and guidance for institution in providing platform,

lecturers in delivering programming lesson, and students in learning programming.

(Yulianto, Budi; Prabowo, Harjanto; Meyliana, 2017).

Local Studies

According to the study conducted by Bringula Rex et al, 2017. The top three

reasons why students failed the programming skill examination were the insufficient

time dedicated to programming courses, self-inefficacy in programming, and unmatched

question-time allotment. It was concluded that students failed the programming skill

examination because the perceived ability of the students in the programming skill

examination did not correspond with the degree of difficulty of the programming skill

examination questions.

The competency level of the Filipino Information Technology students in Northern

Philippines was generally very good and is attributed to the quality of instruction among

teachers, self-learning, researches/internet, and peer. Younger and male students tend

to have higher competency levels along with general programming than in databases

and web development. Hence, it is recommended to improve instructional processes

considering gender sensitivity among teachers, advancing the skills and competencies

of the students especially along with databases, web development, and general

programming. (Suarez, I., 2017).

 15

According to JobStreet.com (2017), programmers are the highest paid

professionals. Unfortunately, students wanting to learn how to program are having

difficulties. Students undergo rigorous laboratory exercises and requirements to learn

computer programming. Learning the subject is needed to survive higher applications of

programming like binary numbers, syntaxes, algorithms, logic circuits, data structures,

system analysis and design and other problems.The study conducted by Julieta B.

Babas (2020) aimed to look into parameters affecting the level of competency of the 60

senior Filipino Information Technology of a state university in Northern Philippines. Data

along profile variables, programming language preference, level of competency in terms

of the programming abilities were obtained through a structured questionnaire, rubric-

based skills assessment streamlined from TESDA standard, and complemented

through interviews and document reviews. Findings revealed that the very good

competency level of the students was attributed from prior knowledge imparted by their

teachers in terms of lectures and hands-on activities, self-learning by exploring the

internet for some enrichment, and others sought help from peers/classmates.

Furthermore, it was found that students have poor study habits as well as the low

efficiency of the students in developing a system.

Another study and was conducted by Olipas, C. R. and Luciano, R (2020) showed that

there were common academic motivations and reasons why students pursue their

college education – intrinsically and extrinsically. Also, the study found out how the

sophomore students view the use of countdown timer when conducting programming

exercises and the level of their programming anxiety. Lastly, significant impact was

revealed indicating that the selected demographic profile of the respondents affects the
 15

programming anxiety
 16

and that the programming anxiety is being affected by the use of countdown timer.

Local Literature

According to Lamostre, Harold (2017), programmers tend to overlook the

validation of end-user input of the application which is one of the critical security issues

and how the programmers are currently using the exception handling or the industries

best practices. Exception handlers of some programming language are not specialized

for allowing recovery. Most of programmers’ approach is through logs, user

notifications, and application termination.

Computer programming courses are an essential facet of STEM education,

confronted by many pressing challenges. Higher education (HE) students struggle to

master programming principles resulting in unsatisfactory pass rates, student retention

and low levels of student engagement. Gamification in programming courses has been

recognized as a prospective technique that could improve student participation as well

as impact learning in a positive way. There is currently a shortage of review studies

published in the last two years (2018-2019) that focus specifically on the gamification of

programming courses in HE. The aim of this paper is to bridge this gap and to provide a

comprehensive review of literature concerning studies that focused on the usage of

gamification systems in the teaching of programming courses in HE from 2014 until

2019. (2020 IEEE Global Engineering Education Conference)

External resource use when software engineering A diverse set of resources

exist to support the learning of, and continued, programming activity. For students and

novices, traditional textbooks have more recently been supplemented with web

resources including video. Lausa et al. (2021) studied undergraduate students at public
 16

and private
 17

universities in the Philippines, asking about their use and perceptions of educational

materials when programming. They found low rates of book/eBook use (< 30%) and

highest rates of use for YouTube (67- 95 86%) and friends/peers (53-72%); their

participants reported that books were more challenging to find code in compared to

online resources/peers, but that some online resources were difficult to understand, and

understanding code written by others was particularly challenging [40]. In addition to the

resources available to novices, professional programmers are likely to have access to

experienced colleagues [6, 30, 39, 44].

Computer programming education is often delivered using individual learning

strategies leaving group learning techniques as an under-researched pedagogy. This

pose a research gap since novice programmers tend to form their own group

discussions after lecture meetings and laboratory activities, and often rely on peers

when a topic or activity is difficult. Thus, this study intends to evaluate the impact of

cooperative learning using jigsaw technique when teaching computer programming to

novice programmers. Quasi-experimental research using a nonequivalent control group

pretest-posttest design was adopted to examine the impact of jigsaw teaching strategy.

After a 14-week programming course, pre- and post-test results revealed a significant

increase in terms of attitude and self-efficacy, and the experimental group demonstrated

significantly higher scores than in the control group. Therefore, it was concluded that

cooperative learning using Jigsaw technique is a valid and effective teaching strategy

when handling novice programmers in an introductory programming course. (Manuel B.

Garcia, 2021)
 18

Learning to write a program is a difficult task. In this study we looked at how

student’s progress as they write their programs. Using an instrumented development

environment, we captured the errors students encountered, the location of these errors,

and the frequency with which students compiled their program. We then correlated

these metrics with the students’ midterm exam score. We found that the lower the

incidence of syntax errors, the higher is their midterm exam score. We see this line of

research as valuable tool that may help identify at-risk students early in their

development as programmers.
 CHAPTER III

RESEARCH METHODOLOGY

Introduction

The study's methodology was described in detail in this chapter. According to

Leedy and Ormrod (2001), research methodology is "the broad strategy the researcher

follows." when conducting the research project. The research design, research settings,

study participants, research instrument, data collection process, and statistical analysis

of the data are all covered in this section.

Research Design

The researchers evaluated the data, and they statistically examined the open-

ended questions. The Statement of the Problem was followed when collecting and

processing the data. The information was categorized and displayed by the researchers

in narrative style. In this study, the data were analyzed using frequency counts,

percentages, and weighted means.

Research Settings

The Lapulapu City College, which is situated in Barangay Gun-ob Lapulapu City,

served as the study's location. It was launched in 2010 and established by City

Ordinance No. 354-2010 with the goal of serving the City's poor kids by giving them

access to high-quality, reasonably priced education. It offers courses like the Bachelor

of Science in Industrial Technology with a major in Computer Technology and

Electronics, the Bachelor of Hospitality and Tourism Management, and the Bachelor of
Secondary Education with
 20

a major in English and Filipino.

With more students enrolling each year and known for offering top-notch

education, Lapulapu City College is becoming one of the most prestigious institutions in

Lapulapu City. It has significantly developed over the years, and the Lapulapu City

College now offers students quality education.

The school's core values—Love, Leadership, Courage, and Competence—are

promoted by it. The location is suitable, in the researchers' opinion, for the proposed

study. Additionally, the institution recommends that the research be conducted out there

for the safety of the researchers.

Figure 2

Location Map
 21

Figure 3

The Lapulapu City College BSIT Building

Respondents of the Study

The respondents of the study will be gathered from two sections in 3 rd year BSIT

Computer Technology students of Lapulapu City College. A total of 65 students in the

two (2) sections were involved in the study. Due to the critically of this study, the

researchers opted to do a 100% survey.

 22

Table 1

The Respondents of the Study

Section Population

3A 31

3B 34

Total 65

Research Instrument

To gather the data, researchers created an online questionnaire using google

forms. It is used to assess if socioeconomic factors have a substantial impact on

respondents' programming abilities. The questionnaire itself includes questions about

the respondents' demographics then followed by the items tackling about programming

skills.

Data Gathering Procedures

The research teacher, in particular the head of Lapulapu City College, was

consulted before the data gathering process started. After the approval has been given,

the research will start. Getting the respondents' consent to conduct the study is the first

stage in gathering data. To collect numerical data, researchers would then personally

send the research instruments to the respondents via online communication. The

researcher analyzes the respondents' responses once the study is conducted. The

information provided by the responders is completely confidential, and only the

researcher will have access to it. The outcomes were totaled and calculated. The details
 22

were the basis for data analysis and Interpretation.

 23

Statistical Treatment of Data

Response to the survey questionnaire of the 3rd year BSIT Computer

Technology students of Lapulapu City College will be statistically analyzed with the data

requirements of the study. The following are the statistical methods to be used along

with their corresponding formulas.

Percentage Formula

FORMULA: P = F/N (100)

Where:

P = Percentage

F = Frequency of the number of the respondents

N = Total number of the respondents

 Republic of the Philippines
City of Lapu-Lapu
LAPULAPU CITY COLLEGE
Don B. Benedicto Rd., Gun-ob, LapuLapu City

SURVEY QUESTIONNAIRE
I. The profile of the respondents
Instruction: Please fill in the data of the following questions on the basis of the fact of
your personal information.
Gender: ☐ Male ☐ Female
Section: __________

II. The widely known programming learning websites used by the respondents:
Instructions: Please put a check (✓) on your preferred option.
☐ W3school
☐ Stack Overflow
☐ Codechum
☐ Others
III. The respondent used Programming Learning Website for what purpose?
Instruction: Please check (✓) the number that corresponds your best choice below and
indicate complete answers if ask to specify on the space provided for the following
questions.
4 Strongly Agree (SA) - It implies that the respondent is fully committed to all the
researcher’s viewpoints.
3 Agree (A) - It implies that the respondent is committed to all the researcher’s
viewpoints.
2 Disagree (DA) - It implies that the respondent is not committed to all the
researcher’s viewpoints.
1 Strongly Disagree (SDA) - It implies that the respondent is fully not committed
to all the researcher’s viewpoints.

INDICATORS 4 3 2 1
 Develop persistence
Develop resilience
Enhance creativity
For complying to school activities
For improving coding skills
Gives satisfaction
Improve the communication skills
Improve the structural thinking when learning to
code
Makes the task easy
Promotes logical thinking
To create websites/software
To enhance the abstract thinking and problem-
solving skills

IV. How useful is the Educational Programming Learning Website?

A. Examination and Quiz

INDICATORS 4 3 2 1

Apply the things learned from the discussion offered

It helps the respondents to focus on the topic
It helps the respondents to study in advance
It offered all the topics needed by the respondents
It will motivate the respondents
B. Study Guide

INDICATORS 4 3 2 1

An effective learning platform

An online platform helps the users learn more on
coding
Easy and convenient to use

Far better because it’s paperless

Makes learning fun and catches the attention of the
users

C. Class Engagement

INDICATORS 4 3 2 1

Feeling of fulfillment

Helps students perform well in class

Involves hands-on activities for the students to work
on
It aids the students answering their query toes

It enhances the respondent’s problem-solving skills

Motivate the students to learn quickly

Motivate the students to participate in class

Motivate the respondents to understand on how the
computer programs functioned
Motivate the students to work best for specific
program
 D. Skills Development

INDICATORS 4 3 2 1

Creates curiosity, patience and empathy

Develops communication skills (verbal and written)

Enhance basic coding

Enhance teamwork and conflict resolution

Helps improve solving skills

Helps to improve basic skills

Hones the time management skills

It can enhance abstract thinking

It helps develop creativity

Promotes adaptability

V. The challenges encountered by the respondents in using programming learning

websites:

A. Internet Connectivity (SLOW / INTERMITTENT)

INDICATORS 4 3 2 1
Leads to missing some important webpage
components
Leads to unfinished activity

Limited access to the Applications

Restricted access to the Applications

Will result to incomplete shared files

B. Gadget Concerns

INDICATORS 4 3 2 1

Frequent lagging when accessing the website

Encounter an error while accessing the website

Lack of gadgets

Unable to access the website

It affects the students’ performance when utilizing the

outdated version of the gadget

C. Financial Aspect

INDICATORS 4 3 2 1

Expenditures for devices that may download files and

educational materials

Financial requirements to cover costs incurred at

internet cafes when using programming learning
websites.

Huge costs to upgrade system in accessing the

learning websites.

More funding is required to maintain a reliable internet

connection in accessing Educational Programming
Learning Websites.

Rise in the electricity consumption.

VI. How often do the respondents use the Programming Learning Websites on?
Instruction: Please check (✓) the number that corresponds your best choice below and
indicate complete answers if ask to specify on the space provided for the following
questions.

5 Times a 4 Times a 3 Times a 2 Times a

Once a
Indicator Week or Week or Week or Week or
Week
more more more more
W3school
Stack Overflow
CodeChum

VII. How long do the respondents utilize the Programming Learning Websites on a
Daily Basis?

8 hours or
Indicator 1 to 2 hours 2 to 4 hours 4 to 6 hours 6 to 8 hours
more
W3school
Stack
Overflow
CodeChum