Core computing skills have become a necessity for all academic fields. Non-computing majors tend to perceive computing courses as irrelevant to their fields of study. This perception results in low interest, low participation, and poor academic performance. This research investigates the performance and proficiency of non-computing majors from the faculties of Social Sciences and Education using the two introductory computing courses at the university of Botswana. Through quantitative approaches, students’ data covering three academic years were scrutinized to determine proficiency levels, examine differences between faculties to determine the effect of continuous assessment on final scores. The results indicate that a majority of students achieve moderate proficiency with Social Sciences students performing better than their education counterparts. A strong positive correlation between continuous assessment and final performance was noted indicating its predictive capability. In addition, students perform better in theory-based content compared to practical based content. These findings emphasize the need for curriculum revision and focused interventions to improve digital literacy among non-computing students and prepare them for an increasingly digital workplace.