Understanding the secondary digital gap: Learning challenges and performance in college introductory programming courses

Abstract

Learning computer programming can be challenging for college students. One of the most formidable issues is the “digital gap,” the lack of access to digital devices, which affects student performance in introductory programming courses. This inaccessibility can lead to inadequate computer literacy that creates a secondary digital gap, a higher level of the digital gap, and results in poor academic performance. Few studies have explored the effect of this secondary digital gap on academic performance. This study examines the relationship between performance and a selected set of variables concerning learning challenges in introductory programming courses on Java involving 140 undergraduate students. Analyses based on correlation and hierarchical linear regression indicate that confusion regarding the different programming interfaces is the most significant determinant of academic performance. Moreover, skill in online searches, and access to desktop and tablet devices were found to be associated with student grades on assignments and exams. We provide recommendations to adapt multimedia tools and pedagogical solutions to mitigate the impact of the secondary digital gap on college students.