Compatibility of partnered students in computer science education

Abstract

This paper details the results of an investigation into the compatibility of partnered computer science students. The study involved approximately 290 students at the University of Virginia (UVA). This study builds on the work of researchers at North Carolina State University (NCSU). NCSU researchers have conducted a number of studies on the compatibility of pair programmers. We examined many of the factors that the NCSU researchers explored in their studies (including personality type, learning style, skill level, programming self esteem, work ethic, and time management choices) in order to determine whether the conclusions of the research at NCSU also hold true at UVA. Consistent with the NCSU studies, we found that skill level continues to be the most important factor in student compatibility.

Collaborative assessments in computer science education: A survey

“…The cause of incompatibility was further investigated in recent research. Perceived and actual skill abilities impact the pair's performance because of one's lower or higher perception of the other [34] . A student who sees the partner as an expert would be affected by the perception, even if the other student's skill level is not at the expert level [32] .…”

Student's Opinion on Adopting Pair Programming as a Teaching and Learning Tool

“…This activity needs the students have to interact closely with each other [18]. In such circumstance, pairing the students plays a major role for the effective learning [4], [10].…”

“…The study conducted by Nagappan et al [25] at North Carolina State University shows that equal or higher skill level students finish the course with better grading. The student's skill level is the most accurate predictor of the partner compatibility [18] in PP. Out of these factors, we believe that gender and academic achievement level of the other partner are significant factors [11].…”