Stakeholder Perception Gaps in Web-Based Programming Education: An ISO/IEC 25010 Evaluation in Resource-Constrained Schools

Web-based programming platforms are increasingly used to expand access to computing education, yet technical quality may be perceived differently by the experts who assess systems, the teachers who implement them, and the students who use them under everyday constraints. This study examined stakeholder differences in the perceived quality of a web-based digital learning resource for programming education in resource-constrained schools in Antique, Philippines. A cross-sectional, quantitatively driven evaluation involved 105 purposively selected respondents: 65 senior high school students, 30 ICT teachers, and 10 information technology professionals. The instrument operationalized eight ISO/IEC 25010:2011 software-quality characteristics: functional suitability, performance efficiency, compatibility, usability, reliability, security, maintainability, and portability. Because variance homogeneity was not supported across the eight dimension scores, Welch’s one-way analysis of variance was used, followed by Games–Howell pairwise comparisons. Internal consistency was also examined for each dimension. Significant stakeholder differences were found across all eight quality dimensions (all p < .05 in the recomputed analyses), with effect sizes indicating meaningful between-group variation. IT professionals generally reported the most favorable evaluations, whereas students provided the most critical ratings, particularly for qualities experienced directly in authentic use conditions. The findings show that expert validation alone is insufficient for judging educational technology readiness: software that appears technically strong may still generate a weaker experience for learners facing differences in devices, connectivity, digital literacy, and classroom conditions. The study argues for multi-stakeholder quality assurance and context-sensitive evaluation before large-scale deployment of web-based programming resources.

Keywords: ISO/IEC 25010, programming education, stakeholder perceptions, web-based learning, resource-constrained schools

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