The Case for Pair Programming in the Computer Science Classroom

Authors:
Grant Braught;Tim Wahls;L. Marlin Eby
Affiliations:
Dickinson College;Dickinson College;Messiah College
Venue:
ACM Transactions on Computing Education (TOCE)
Year:
2011

Citing 17
Cited 7

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Experiences with pair programming at a small college

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On Pair Rotation in the Computer Science Course

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Pair-programming helps female computer science students

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A replicated experiment of pair-programming in a 2nd-year software development and design computer science course

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Pair programming improves student retention, confidence, and program quality

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On the Impact of a Collaborative Pedagogy on African American Millennial Students in Software Engineering

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Increased Retention of Early Computer Science and Software Engineering Students Using Pair Programming

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First-year students' impressions of pair programming in CS1

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The effects of pair-programming on individual programming skill

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The benefits of pairing by ability

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The abstraction transition taxonomy: developing desired learning outcomes through the lens of situated cognition

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An experience report on improving constructive alignment in an introduction to programming

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Using POGIL to help students learn to program

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A preliminary review of undergraduate programming students' perspectives on writing tests, working with others, & using peer testing

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Social effects of pair programming mitigate impact of bounded rationality

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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.