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The aim of this study was to assess the relationship between students’ self-efficacy and achievement in Java programming among computer undergraduates in South-Western Nigeria. It was also aimed at testing the significance of institutional type differences in self-efficacy and achievement in Java programming. The Java programming self-efficacy scale (r = 0.96) and achievement test (r = 0.70) were completed by 254 students across both Federal and State owned public universities in South-Western Nigeria. By using Pearson correlation, the relationships between self-efficacy and achievement in Java programming was investigated and by using inferential statistics (t-test), significant difference of self-efficacy and achievement across institution type was tested. The analysis of the data indicated a significant relationship between self-efficacy and achievement in Java programming (r = 0.249, p < 0.05). It also showed a significant difference in self-efficacy scores of students across types of institutions (Federal and State universities) (t = 7.57, p> 0.05), but a non-significant difference in achievement (t = 45.92, p< 0.05). Based on the findings from the study, it was recommended among others that efforts be made to improve self-efficacy of students (especially those in the Federal government-owned universities) in Java programming as it relates positively and significantly with their achievement.

Assessment of The Relationship Between Self-Efficacy, Achievement and Institution Type in Java Programming in South-Western Nigerian Universities