| Summary: | 碩士 === 國立屏東科技大學 === 資訊管理系 === 93 === In recent years, the applications of information technology increase rapidly and it brings strong impacts on human society. Thus, computer education has become an important task for any government in the world. Fundamentally, programming language is not only the basic knowledge and skills for the information system professional but also an important tool for developing advanced information technology in practice. In this way, programming language is ranked as an important course for computer education. According to the past research, the personalities of teachers and students, textbooks, usages of equipments, and learning model are considered as the major factors affecting the learning performance, therefore, it is an important approach to investigate these factors from the viewpoint of cognitive theory. The purpose of this research is to investigate the factors affecting the learning performance of programming language based on the social cognition theory. A survey research is conducted by using a questionnaire to collect the data about the learning process of a semester programming language course. The sampling subjects are selected from the students taking the Visual basic course in an air force institute of technology college in Granshan Jen, Kaohsiung. The findings of this research are summarized as follows: (1) The interaction between students, The interaction between teachers and students, The computer anxiety, The computer confidence, perceived ease of use towards the course and past experiences have significant differencies on the satisfaction of learning, (2) The goals setting has significant differencies on the satisfaction of learning, (3) The interaction between students and perceived ease of use towards the course have significant differencies on computer attitudes, (4) The interaction between students, ease of use of the textbook, and computer self-efficacy has significant differencies on the cognition of learning, (5) The ease of use of the textbook and past experiences have significant differencies on the computer self-efficacy, and (6) The computer self-efficacy has significant differencies on the goals setting.
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