Pair programming for middle school students: Does friendship influence academic outcomes?

Linda Werner, Jill Denner, Shannon Campe, Eloy Ortiz, Dawn De Lay, Amy C. Hartl, Brett Laursen

Research output: Chapter in Book/Report/Conference proceedingConference contribution

8 Scopus citations

Abstract

Research shows the benefits of pair programming for retention and performance in computing, but little is known about how relationship dynamics influence outcomes. We describe results from our study of middle school students programming games using Alice and pair programming. From our analysis using statistical procedures that take into account the interdependence of pair data, we found evidence for partner influence moderated by the role of confidence over improvements in Alice programming knowledge in friend partnerships but not non-friend partnerships. We discuss implications for researchers and educators.

Original languageEnglish (US)
Title of host publicationSIGCSE 2013 - Proceedings of the 44th ACM Technical Symposium on Computer Science Education
Pages421-426
Number of pages6
StatePublished - Apr 22 2013
Externally publishedYes
Event44th ACM Technical Symposium on Computer Science Education, SIGCSE 2013 - Denver, CO, United States
Duration: Mar 6 2013Mar 9 2013

Publication series

NameSIGCSE 2013 - Proceedings of the 44th ACM Technical Symposium on Computer Science Education

Other

Other44th ACM Technical Symposium on Computer Science Education, SIGCSE 2013
CountryUnited States
CityDenver, CO
Period3/6/133/9/13

Keywords

  • Alice
  • Computational Thinking
  • Friendship
  • Game Programming
  • Middle School
  • Pair Programming

ASJC Scopus subject areas

  • Computer Science (miscellaneous)
  • Education

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  • Cite this

    Werner, L., Denner, J., Campe, S., Ortiz, E., De Lay, D., Hartl, A. C., & Laursen, B. (2013). Pair programming for middle school students: Does friendship influence academic outcomes? In SIGCSE 2013 - Proceedings of the 44th ACM Technical Symposium on Computer Science Education (pp. 421-426). (SIGCSE 2013 - Proceedings of the 44th ACM Technical Symposium on Computer Science Education).