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Impact of ChatGPT on Learning Outcomes and Performance of Students in Computer Programming Courses: A Mixed-Method Approach
Mixed-methods evaluation in a mandatory undergraduate programming course at Obafemi Awolowo University, Nigeria (analytic N=855 of 1,889 enrolled). Combines student/instructor surveys with course performance data using correlation and regression. Finds a divergence between positive affective/utility perceptions (confidence, motivation, debugging help) and the more complex relationship with actual scores.
·programming education ·Nigeria ·perception-performance divergence ·academic integrity ·debugging