Thematic Analysis of Students' Reflections on Pair Programming in CS1

Celepkolu, Mehmet; Boyer, Kristy Elizabeth

doi:10.1145/3159450.3159516

Cited by 44 publications

(9 citation statements)

References 14 publications

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“…The structured collaboration that pair programming offers may be the reason it can lead to better course retention than individual programming work alone [16,17]. Prior research has evaluated excerpts related to pair programming from CS1 students' open-ended, end-of-semester reflection papers and found themes of a cognitive, affective, and social nature [4], but to our knowledge has not taken a qualitative approach to understanding the unique experiences of men and women in CS1 pair programming. This study, which takes as data student responses to open-ended questions directly inquiring about pair programming, expands on previous work by comparing the themes that predominated among female versus male respondents.…”

Section: Related Workmentioning

confidence: 99%

“…Thematic analysis of written data is a promising qualitative approach because it captures details of individuals' unique reflections and uses these to identify important factors in the phenomenon of interest. The technique has been used to characterize perceptions of pair programming in general [4], but has not yet been used to contrast the firsthand accounts of male and female students in pair programming activities.…”

Section: Introductionmentioning

confidence: 99%

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In Their Own Words

Ying

Pezzullo

Ahmed

et al. 2019

Proceedings of the 50th ACM Technical Symposium on Computer Science Education

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Women continue to be underrepresented in computer science. Previous research has identified factors that contribute to women's decisions to pursue computing-related majors, but in order to truly address the problem of underrepresentation, we need to develop a deeper understanding of women's experiences within computer science courses. Pair programming is demonstrably beneficial in many ways, and we hypothesize that there are gender differences in student perceptions of this widely used collaboration framework. To explore these differences and move toward a thorough understanding of students' experiences, this paper investigates students' written responses about their experiences with pair programming in a university-level introductory computer science course. Using thematic analysis, we identified overarching themes and distinguished between what men and women reported. Both women and men wrote about their overwhelmingly positive perceptions of pair programming. Women often mentioned that pair programming helps with engagement, feeling less frustrated, building confidence, and making friends. Women also noted that it is easier to learn from peers. These findings shed light on how pair programming may lower barriers to women's participation and retention in computing and inform ongoing efforts to create more inclusive spaces in computing education.

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Section: Related Workmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

In Their Own Words

Ying

Pezzullo

Ahmed

et al. 2019

Proceedings of the 50th ACM Technical Symposium on Computer Science Education

Self Cite

View full text Add to dashboard Cite

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“…Performing a thematic analysis of CS1 students' reflections on pair programming, (Celepkolu and Boyer, 2018) found pair programming to be motivating and that it contributed to social growth -but high-achieving students were less positive and recognised fewer benefits than other students. Muller and Padberg investigated empirically what they called the feelgood factor in pair programming: their primary guideline was "First of all, make your pairs feel good!"…”

Section: Arranging Pairsmentioning

confidence: 99%

Remote Pair Programming

Hughes

Walshe

Law

et al. 2020

Proceedings of the 12th International Conference on Computer Supported Education

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Computing students often learn to program individually or in variously-sized groups whilst studying in computing laboratories and face-to-face classes. Previous research indicates that learning via pair programming can lead to students improving the quality of their programming, enhancing their programming skills and increasing their self-confidence when programming. Pair programming also is well established as a mechanism that supports peer learning and self-assessment for novice and more experienced students of programming. Observed benefits include increased self-efficacy, sharing of expertise, improved communication and teamworking-all enhancing employability. A considerable amount of existing work has examined pair programming benefits as they relate to campus-based students pairing face-to-face in a laboratory class-but how can distance learning students experience such benefits? This paper describes the preliminary results from a pilot study to investigate the benefits to distance learning students of engaging in Remote Pair Programming in their learning. Our investigation goes beyond academic learning to explore community, social and employability benefits, all of which are relevant to national measures of student satisfaction.

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“…Even the time constraints posed in the online coding tools have been found to have an impact on the students' learning skills [14]. With peer instruction and pair programming, the programming and logical thinking skills get higher [8,20]. A related work has been done by creating a learning dashboard to capture the behavior of students in the classroom and identify the different difficulties faced by different level of students [12].…”

Section: Literature Review and Research Questionsmentioning

confidence: 99%

Online coding event as a formative assessment tool in introductory programming and algorithmic courses—An exploration study

Anitha¹,

Kavitha²

2020

Comp Applic In Engineering

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Information technology is an integral part of current education, even in noncomputer disciplines. As the role of Information technology-based education tools is recognized as significant in the education of millennial learners, there is a development of different types of tools and techniques in education. Usage of such tools in content delivery and assessment has been found to improve student engagement and active learning. When looking for unique tools to practice and assess computer programming and algorithmic courses, online coding events launched by popular forums have been identified as a tool for practice and assessment. These forums have been introducing new computing problems specified in a professional language, so that students get trained in programming these complex problems rather than the conventional problems. This article explores the possibility and success measure of integrating online coding events as a part of formative assessment. A study has been performed with two consecutive offerings of a course. The results obtained from the various forms of assessment are analyzed and presented in terms of correlation with summative and formative assessment scores and improved student performance. The results of the experimental study are found encouraging, thereby appreciating the usage of online coding platforms for introductory programming and algorithmic courses. K E Y W O R D S formative assessment, online coding, pedagogy, programming, student performance 1 | INTRODUCTION Current technical education for millennial learners is expected to be supported with technology, as the learners are tech-savvy in nature [28]. Information Communication Tools and various pedagogical techniques have been the need of the hour when it comes to education. There is a large-scale development of different tools and techniques pertaining to education, such as Learning Management Systems (LMS), Studentresponsive systems (SRS), and Quizzing Systems (QS). These systems manage information in a centralized manner, store contents that can be readily accessible, and produce relevant analysis based on the performance. Usage of such systems reduces the manual effort required in managing classroom environments in terms of content delivery and assessment for any learning discipline, and it is hence promoted in higher education institutes. Active learning strategies like Poll, Think Pair Share, and One Minute paper, when practiced through the relevant tools, form a strong basis for formative assessments.

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Thematic Analysis of Students' Reflections on Pair Programming in CS1

Cited by 44 publications

References 14 publications

In Their Own Words

In Their Own Words

Remote Pair Programming

Online coding event as a formative assessment tool in introductory programming and algorithmic courses—An exploration study

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