THE EFFECT OF PROGRAMMING CONDUCTED ONLINE SYNCHRONOUS ON ASSOCIATE DEGREE STUDENTS' ATTITUDES AND SELF EFFICACY TOWARDS PROGRAMMING

This research aimed to examine the attitudes and self efficacy of the associate degree students of programming carried out synchronous in the online learning environment. The participants consisted of 30 associate degree students studying in the second year of computer programming. Quantitative data of the study were collected with attitude and self-efficacy perception scales. Qualitative data were collected with a semi-structured opinion form. After the research, students' attitudes and self-efficacy towards programming increased significantly. Students' attitudes and self-efficacy towards programming did not differ according to gender, type of high school graduated and experience variables. Students stated that the factors that positively affect their attitudes and self-efficacy are factors such as recording online synchronous courses in the system, uploading various course documents to the system, and the absence of factors affecting classroom management. Among the negative factors, they stated that there are factors such as the lack of opportunity to make individual applications in the course and the lack of instant feedback outside the course.