This research investigated the effects of different learning modes (traditional, online, distributed) on students' performance, confidence, and motivation in an introductory computer science course. Students were randomly assigned to one of the three learning modes. Their pre-existing computer knowledge was assessed with a pre-test, and their performance, confidence, and motivation were measured with a post-test and questionnaire at the end of the semester. Data analysis using ANOVA would determine if any learning mode led to better outcomes.