Modeling the factors influencing the adoption of programming among 6th-grade students: An extended TAM-based SEM approach

Abstract

In the era of digital transformation and the rapid advancement of STEM education, integrating programming into secondary curricula has become a priority in Vietnam. However, there remains a critical gap in understanding the readiness and acceptance levels of 6th-grade students toward programming. This study aims to bridge this gap by examining the factors influencing the acceptance of programming learning among 6th-grade students in Da Nang City, utilizing an integrated theoretical framework based on the Technology Acceptance Model (TAM) and the Theory of Reasoned Action (TRA). A quantitative research design was employed, involving data collection from 599 6th-grade students via structured, five-point Likert-scale questionnaires. To ensure rigorous validation, the study utilized exploratory factor analysis (EFA), confirmatory factor analysis (CFA), and structural equation modeling (SEM). The results reveal that personal factors, the learning environment, and time management positively influence students’ intention to learn programming, with time management and the learning environment emerging as the most significant drivers. Conversely, family-related factors did not demonstrate a statistically significant impact. Notably, the study confirms that students’ intention to learn programming acts as a critical mediating variable that positively impacts their overall acceptance. These findings provide empirical evidence to guide the formulation of educational policies and instructional strategies for programming education. This research contributes to fostering computational thinking skills in the digital age, offering actionable recommendations for educators and policymakers.