Utilising pair programming to enhance the performance of slow-paced students on introductory programming
Due to its high failure rate, Introductory Programming has become a main concern. One of the main issues is the incapability of slow-paced students to cope up with given programming materials. This paper proposes a learning technique which utilises pair programming to help slow-paced students on Int...
| Autores: | , , , , |
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| Formato: | artículo |
| Fecha de publicación: | 2019 |
| País: | España |
| Recursos: | Universitat Politècnica de Catalunya (UPC) |
| Repositorio: | UPCommons. Portal del coneixement obert de la UPC |
| Idioma: | inglés |
| OAI Identifier: | oai:upcommons.upc.edu:2117/172275 |
| Acesso em linha: | https://hdl.handle.net/2117/172275 https://dx.doi.org/10.3926/jotse.638 |
| Access Level: | acceso abierto |
| Palavra-chave: | Computer programming--Study and teaching Learning ability Group work in education Pair programming Introductory programming Slow-paced students Quasi experiment Computing education Programació (Ordinadors) -- Ensenyament Aprenentatge, Aptitud per a l' Ensenyament -- Treball en equip Àrees temàtiques de la UPC::Informàtica::Programació Àrees temàtiques de la UPC::Ensenyament i aprenentatge::Metodologies docents::Aprenentatge cooperatiu |
| Resumo: | Due to its high failure rate, Introductory Programming has become a main concern. One of the main issues is the incapability of slow-paced students to cope up with given programming materials. This paper proposes a learning technique which utilises pair programming to help slow-paced students on Introductory Programming; each slow-paced student is paired with a fast-paced student and the latter is encouraged to teach the former as a part of grading system. An evaluation regarding that technique has been conducted on three undergraduate classes from an Indonesian university for the second semester of 2018. According to the evaluation, the use of pair programming may help both slow-paced and fast-paced students. Nevertheless, it may not significantly affect individual academic performance |
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