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Abstract
Pair programming is a strategy that grew out of industry and has shown promise for performance and retention in computer programming courses at universities and in industry. In this study, we examine whether pair programming is effective in K–12, what it is effective for, and how partners influence each other. We collected the data from 320 middle school students working alone or with a partner on a game programming task. Compared to working alone, pair programming was advantageous for computational thinking and for building programming knowledge, particularly among less experienced students. Students’ initial computer experience and attitude toward collaboration influenced their partners. Those with more experience relative to their partner achieved greater computer confidence and more positive attitudes toward computing. When students had a more positive attitude toward collaboration (relative to their partner), their programming knowledge decreased. We discuss implications for pairing students and for future research.
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Notes on contributors
Jill Denner
Jill Denner is a senior research scientist in the Research Department at Education, Training, Research in Scotts Valley, California. Her research interests focus on increasing diversity in computer science, particularly among girls and Latinos. Please address correspondence regarding this article to Jill Denner, ETR, 4 Carbonero Way, Scotts Valley, CA 95066. E-mail: [email protected]
Linda Werner
Linda Werner is a lecturer and adjunct professor in the Computer Science Department at the University of California, Santa Cruz. Her research interests focus on computer science education, diversity in computer science, and software engineering.
Shannon Campe
Shannon Campe is a research associate in the Research Department at Education, Training, Research in Scotts Valley, California. Her research interests focus on bridging research and practice in K–12 classrooms and increasing the number of girls and women in information technology.
Eloy Ortiz
Eloy Ortiz is a research associate in the Research Department at Education, Training, Research in Scotts Valley, California. His research interests focus on developing technology career exposure and opportunities for under-represented youth at the individual, school, and community levels.