Abstract:

Introductory programming subjects are frequently considered an important turning point in the academic careers of first-year students in computing-related disciplines. Within these courses, instructors often notice differences in learning paths between students enrolled in single-degree programs in Computer Engineering and those pursuing a double degree, such as Computer Engineering and Business Administration and Management. These groups differ in terms of prior experience with technical subjects, motivations, expectations, and learning strategies. Understanding how these factors influence both performance and engagement is key to improving programming instruction and learning.

This work analyzes the results of the Introduction to Computer Science and Programming subject, focusing on a comparative evaluation of performance, engagement, and student perceptions across the two degree profiles. The analysis includes both objective and subjective indicators. Objective data include the final course grade, theoretical and practical exam scores, self-reported weekly study time outside class, and class attendance or active participation. A post-course survey was used to collect subjective information, with Likert-scale items addressing perceived difficulty, initial and final motivation, programming self-efficacy, perceived usefulness of the course, satisfaction with teaching, and preferred study strategies. Descriptive and inferential analyses were used to identify differences and relationships between performance and motivational variables.

The results reveal clear contrasts in academic outcomes. On average, single-degree students achieve higher overall grades, yet their results show greater dispersion: while top-performing students excel, those with difficulties obtain significantly lower marks. In contrast, double-degree students achieve lower average grades but display a more homogeneous performance distribution. This pattern suggests that factors beyond technical background or prior knowledge contribute to balancing achievement within the double-degree cohort.

Qualitative feedback provides insight into these differences. Double-degree students report higher motivation for programming and dedicate considerably more time to study outside class. They also value teamwork and collaborative problem solving, which may help mitigate the disadvantages of a weaker initial technical background and reduce grade dispersion. Conversely, single-degree students often adopt a more individualistic approach, focusing their learning primarily during class hours and showing less engagement beyond the formal schedule. These findings indicate that motivational and behavioral factors may be as influential as technical ability in determining success in early programming education.

From a pedagogical perspective, the study emphasizes the importance of addressing these differences through differentiated teaching strategies. Reinforcing collaborative learning activities, encouraging engagement beyond classroom hours, and explicitly fostering teamwork skills may assist single-degree students in developing more sustained and effective learning habits. Recognizing the diversity of student profiles enables instructors to design more inclusive and adaptive approaches that improve motivation and academic performance in introductory programming courses.

Keywords:

Programming education, student motivation, learning outcomes, comparative analysis, interdisciplinary programs.