Abstract
In our technology-driven world, coding is essential. It enhances technology, making things easier, faster, and better. This highlights the need for digital literacy through coding education. Coding is demanding, requiring resources like computers, software, and the internet and significant time and effort to learn. Programs like the Aralinks Coding Education (ACE) program have emerged to provide students with opportunities to learn basic coding. This study aimed to determine students’ attitudes toward the ACE program and its effectiveness in helping them understand and apply coding skills. The study used qualitative and quantitative research designs to explore senior high school students’ attitudes and self-efficacy towards the ACE Program at Saint Mary’s University, employing descriptive, descriptive-comparative, and descriptive-correlational methods to gather and analyze data. The results show that Saint Mary's University Senior High School students have a favorable perception of the Aralink Coding Education (ACE) program and consistently demonstrate high academic self-efficacy. This positive perspective is seen across all genders and strands, suggesting that regardless of a student's demographic profile, the ACE program is as effective in developing positive attitudes and self-efficacy. Students actively participate in code-related activities in the highly effective Aralinks Coding Education (ACE) program. The students appreciate opportunities for hands-on education with tools like the MIT App Inventor and that the curriculum can benefit their academic and personal life. A positive attitude towards coding leads to increased confidence, which increases participation in coding-related activities. However, the results are based on the study group, and further research is needed to understand these dynamics in different settings.
