Empirical Confirmation of Pair Programming Effectiveness in the Teaching of Computer Programming

2016 ◽  
Author(s):  
Bassey Isong ◽  
Thuso Moemi ◽  
Nosipho Dladlu ◽  
Neo Motlhabane ◽  
Ohaeri Ifeoma ◽  
...  
Keyword(s):  
Computer Programming ◽  
Pair Programming

Programming in Pairs with Alice to Improve Confidence, Enjoyment, and Achievement

2006 ◽  
Vol 34 (2) ◽  
pp. 213-228 ◽  
Author(s):  
Cathy Bishop-Clark ◽  
Jill Courte ◽  
Elizabeth V. Howard
Keyword(s):  
Computer Programming ◽  
Pair Programming ◽  
Programming Environment ◽  
Short Questionnaire ◽  
Post Test ◽  
The Impact ◽  
Introductory Computing

Students in an introductory computing class participated in a study investigating the impact of using a graphics programming environment (Alice) and pair-programming on confidence, enjoyment and achievement. Sixty-four participants completed a short questionnaire and a content pre-test about computer programming concepts. Students were then assigned to one of two groups: individual or paired. The pairs completed a tutorial on Alice and then completed a short assignment over a period of one week working as a team of two. The individuals completed the same tutorial and assignment but completed it alone. Lastly, all participants took the same questionnaire and content post-test. The results showed that all students experienced increased confidence in programming, that students in pairs enjoyed programming more than students who worked individually, and that all students performed significantly better on the content post-test.

scholarly journals An experience in mixing cognitive and affective teaching approaches in a CS1 course

2021 ◽  
Author(s):  
João Marcelo Borovina Josko
Keyword(s):  
Social Skills ◽  
Teaching Methods ◽  
Computer Programming ◽  
Formative Feedback ◽  
Pair Programming ◽  
Teaching Approaches ◽  
Affective Dimension ◽  
Face To Face ◽  
Preliminary Results ◽  
Affective Dimensions

Learning computer programming involves overcoming different obstacles to mature technical, cognitive, and social skills. The literature presents a variety of teaching approaches to engage students in learning how to program. However, there is a lack of works that combine different teaching methods from cognitive and affective dimensions or consider the latter dimension in face-to-face classes consistently. This work presents our experience mixing pair programming, formative feedback, aspects of the affective dimension, and creative programming problems. The preliminary results analysis of three groups (82 students) reveals the contribution of our approach to the pass and fail rates (P = 0.0367 and 0.0329, respectively) corroborated by students’ feedback.

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