GENERATIVE AI IN PROGRAMMING EDUCATION: BOOSTING CONFIDENCE OR UNDERMINING COMPETENCE?

ABSTRACT

This study investigates the impact of Generative AI (GenAI) tools on students’ confidence and competence in programming education. Using a quantitative approach to statistically analyse data from a survey of 485 students at a higher education institute in Nigeria based on a hybrid framework of the Social Cognitive Theory (SCT) and the Technology Acceptance Model (TAM). Results showed a positive correlation between AI usage and both the confidence (r=0.414, p<0.001) and perceived skill improvement, while the perceived skill gains significantly predicted task independence (β=0.376, p<0.001). This suggests that GenAI tools can boost students’ self-perception of learning; they can contribute to a student’s illusion of mastery if excessively used. The study recommends a structured GenAI integration to align students' self-perceived competence with actual programming ability.

Keywords: Generative AI (GenAI), Independent problem-solving, Over-reliance, Programming Education, Self-perceived competence.