The Case for Pair Programming in the Computer Science Classroom

Abstract

Previous studies indicate that the use of pair programming has beneficial effects on student learning. In this article, we present a controlled study that directly measured students' acquisition of individual programming skills using laboratory practica (in which students programmed individually under exam conditions). Additionally, we analyzed other measures of student performance, attitudes, and retention. Our results provide direct evidence that pair programming improves the individual programming skills of lower SAT students, and that students who pair program are more confident in their work and are more likely to successfully complete the course. Results from the four other major studies of the effects of pair programming are reviewed and compared with those presented here in order to draw broader conclusions.

Computer science education teaching methods: An overview of the literature

“…Magazines and conference reports on computer science education -The search through the English-language magazines and conference reports on computer science education (Journal of Educational Computing Research, Computer Science Education, ACM Transaction on Computing Education, Special Interest Group Computer Science Education Bulletin) provided findings related to computer science education in regard to constructivist teaching activities (Gorp, van, & Grissom, 2001), the "eXtreme teaching" approach (Andersson & Bendix, 2006), holistic teaching and learning (Thota, & Whitfield 2010), the influence of teaching methods on the design of computer programs (Hung, 2012), the effect of games on motivation in teaching (Freitas, de, & Freitas, de 2013), the reduction of learning content (Kilpeläinen, 2010), the application of formal modeling (Carro, Herranz, & Mariño, 2013), the effectiveness of two-person team programming (Braught, Wahlks, & Eby, 2011) and the application of the experiment (Schulte, 2012).…”

The abstraction transition taxonomy

“…Pair programming has been effectively used in the classroom [15] and is an effective way to encourage students to engage in confident practice while learning and consequently doing better in their programming. [16] Coding Dojos [17] harken back to something like the masterapprentice model to support acculturation. Seemingly not formally studied, Coding Dojos are places where programmers can go and watch others program or be watched programming.…”

Instructional Methods to Computer Science Education as Investigated by Computer Science Teachers

“…The search through the magazines and conference reports on computer science education (ACM Transaction on Computing Education, Computer Science Education, Journal of Educational Computing Research, Special Interest Group Computer Science Education Bulletin) provided findings related to computer science education in regard to constructivist teaching activities (Mark and Grissom, 2001), the "eXtreme teaching" approach (Andersson and Bendix, 2006), holistic teaching and learning (Thota and Whitfield, 2010), the influence of instructional methods on the design of computer programs (Hung, 2012), the effect of games on motivation in teaching (Freitas and Freitas, 2013), the reduction of learning content (Kilpeläinen, 2010), the application of formal modeling (Barnett and Windley, 2006;Carro et al, 2013), the effectiveness of two-person team programming (Braught et al, 2011), the effectiveness of cooperative learning instructional methods (Beck and Chizhik, 2013) and the application of the experiment (Schulte, 2012).…”