Programming Self-Efficacy and Perceived Debugging Performance among First-Year Computer Science Students

This study examined the relationship and level of programming self-efficacy and perceived debugging performance among first-year Computer Science students at Surigao del Norte State University. Using a descriptive-correlational design, 63 student-respondents completed a structured survey measuring four dimensions of programming self-efficacy (coding self-efficacy, problem-solving self-efficacy, programming task persistence, and self-regulated learning in programming) and four dimensions of perceived debugging performance (error identification ability, error correction effectiveness, use of debugging strategies, and debugging autonomy). Results revealed that respondents exhibited high levels across all dimensions of both variables. A consistent positive alignment was observed between programming self-efficacy and perceived debugging performance, indicating that students with higher programming confidence tended to demonstrate better debugging performance in terms of strategy use, error detection and correction, and autonomous debugging. Furthermore, a significant positive relationship was found between programming self-efficacy and perceived debugging performance, as confirmed by Pearson’s r analysis