Aims: Since programming is one of the most important courses in computer science, for selecting the better teaching method and a better student guidance, a tutor must know that what mental abilities have the most effect on the learning of these lessons. The aim of the present study is to investigate the relationship between students’ programming courses’ grades and their tolerance of ambiguity.

  Methods: This correlation study was conducted in 2012 among 520 computer students entered Islamic Azad University of Mobarakeh from 2008 to 2010. Two hundred students were selected using stratified random sampling method. The Ahmadpour’s test of ambiguity tolerance was employed to measure the level of students’ tolerance of ambiguity. Data were analyzed using SPSS 12 software, descriptive statistical methods, Pearson correlation, independent T-test and Chi-square test.

  Results: The girl student’s tolerance of ambiguity was significantly lower than boy students (p=0.017). There was no significant relationship between the ambiguity tolerance grades of students and their academic level (p>0.05). However, there were significant relationships between the second and third programming courses’ grades of students and their academic level and sexuality (p<0.05). There was a positive significant relationship between student’s programming grades and their level of ambiguity tolerance (p<0.05).

  Conclusion: Student’s level of ambiguity tolerance affects their programming courses’ grades.