Pair programming for improved student performance and confidence in formal assessment
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Pair Programming
Software Industry
Productivity Quality
CSci Educ
Performance Confidence
Pair programming for improved student performance and
confidence in formal assessment
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Pair Programming
Software Industry
Productivity Quality
CSci Educ
Performance Confidence
School of Computing and Mathematics
Ian McChesneyJanuary 2013
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Pair Programming
Shared ownership
Role switching
Controller -
Observer
Action - Reflection
Focus
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Pair Programming
Shared ownership
Role switching
Controller -
Observer
Action - Reflection
Focus
![Page 5: Pair programming for improved student performance and confidence in formal assessment](https://reader033.fdocuments.net/reader033/viewer/2022051700/56816032550346895dcf5162/html5/thumbnails/5.jpg)
Pair Programming
Shared ownership
Role switching
Controller -
Observer
Action - Reflection
Focus
![Page 6: Pair programming for improved student performance and confidence in formal assessment](https://reader033.fdocuments.net/reader033/viewer/2022051700/56816032550346895dcf5162/html5/thumbnails/6.jpg)
Pair Programming
Shared ownership
Role switching
Controller -
Observer
Action - Reflection
Focus
![Page 7: Pair programming for improved student performance and confidence in formal assessment](https://reader033.fdocuments.net/reader033/viewer/2022051700/56816032550346895dcf5162/html5/thumbnails/7.jpg)
Pair Programming
Shared ownership
Role switching
Controller -
Observer
Action - Reflection
Focus
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8
Understanding
Confidence
Performance
Pair Programming in CSE can improve
Hanks et al, 2011
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9
Skill level
Effects of Personality
Self esteem
Gender
Learning Style
Key Factors in Pair Programming in CSE
Saleh et al, 2011
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Year 1 Programming
Conceptual Challenging
Incremental Not expecting it
Motivation
"It's hard!"
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Year 1 Program
ming (20 credits)Gp A
Gp B
CW1CW2
CW3CW4
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CW1
S1 w52xprograms(I)
PP practice
S1 w9 CW2
S1 w112xprograms(I + PP)
CW3
S2 w52xprograms(I + PP)
CW4
S2 w121xprogram(I)
Year 1 Program
ming (20 credits)Gp A
Gp B
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P1 (I)
P1' (PP)
P2 (PP)
P2' (I)
CW2
Gp A Gp B
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P1 (I)
P1' (PP)
P2 (PP)
P2' (I)
CW3
Gp A Gp B
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P1 (I)
42%
P1' (PP) 52%
P2 (PP) 50%
P2' (I)
50%
CW2
Gp A Gp B
Work in progress
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CW1 CW2
CW3
CW4 Module
Wee
kly
Test
s
Pair Prog
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Best thing about PP?
Partner can explain things to
you
More ideas and conclusions
One could think ahead and write
down for the next part
Working with some I wouldn't normally interact
with
Reassurance of what you are
doing
Second opinion and pair of eyes to spot mistakes
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Worst thing about PP?
Takes longer to enter code - discussion required
The hesitation of being wrong
Both programmers give diff suggestions -
confusionTakes time to find
out each's strengths and weaknesses
Feeling that I did not contribute
enough
Personality clashes and arguments
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Structured Pair Activity
Negotiation
Teamwork Responsibility
Peer learning
Time Management
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Hanks,B., Fitzgerald,S., McCauley,R., Murphy,L. and Zander,C. (2011), "Pair programming in education: a literature review", Computer Science Education, vol.21, no.2, pp135-173.
Salleh,N.; Mendes,E.; Grundy,J.; (2011) "Empirical Studies of Pair Programming for CS/SE Teaching in Higher Education: A Systematic Literature Review," Software Engineering, IEEE Transactions, vol.37, no.4, pp509-525.
McDowell,C., Werner,L., Bullock,H. and Fernald,J. (2006). "Pair programming improves student retention, confidence, and program quality". Communications of the ACM, vol.49, no.8, pp90-95.