A Novel Approach to Boosting Programming Self-Efficacy: Issue-Based Teaching for Non-CS Undergraduates in Interdisciplinary Education

This study examines the impact of issue-based teaching (IBT) on programming self-efficacy among non-Computer Science students. Grounded in social cognitive theory, the research investigates how IBT influences learning satisfaction and project success compared to traditional metrics. This study employed a mixed-methods approach, combining the quantitative analysis of student performance and self-efficacy measures with qualitative feedback from learning portfolios and project reports. The findings indicate that programming self-efficacy is a stronger predictor of learning satisfaction and project success than traditional performance metrics like grades. For novice programmers, IBT effectively enhances self-efficacy, positively influencing goal identification and performance. This cascade effect highlights the importance of fostering self-efficacy in programming education for non-technical students. Qualitative analysis reveals that IBT contributes to students’ sense of achievement, motivation, and learning satisfaction, encouraging them to view programming as a practical problem-solving tool. This study concludes that IBT offers an effective approach to enhancing interdisciplinary and STEAM education, recommending that educators focus on building self-efficacy through issue-based, learner-centered approaches.