The Influence of Pair Programming on Secondary School Students’ Confidence and Achievement in Computer Programming

Background: Although some researchers have applied both cooperation and competition in the practice of robotics education, most of these practices were not systematic, and there was no integration design for intra-group cooperation and inter-group competition.Objectives: The study aims to examine the effects of different coopetition designs on students' intragroup cooperation and intergroup competition.Methods: A two-stage study was conducted in two elementary schools. In the pilot study, two coopetition designs were developed by combining rewarded and unrewarded competition. In the follow-up study, three coopetition designs (i.e., zero-sum with real-time reward, zero-sum with delayed reward, and social-comparison) were examined. Results and Conclusions:The study showed that both social-comparison coopetition and zero-sum real-time reward coopetition can be more effective than zero-sum delayed reward coopetition in teaching knowledge and skills in robotics education. Social comparison coopetition turned out to have a larger effect on affective outcome than the zero-sum delayed reward coopetition.Implications: Social comparison coopetition seems to be a more advantages method for both cognitive and affective learning. However, more research is needed to confirm the difference in effectiveness between the three models of coopetition.

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Effects of Pair Learning on Girls’ Learning Performance in Robotics Education

Zhong

Liu

Huang³

2022

Journal of Educational Computing Research

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Robotics Education (RE) is viewed as a tool to narrow the gender gap in STEM fields, especially for promoting girls’ learning. As an emerging and potential model in RE, Pair Learning (PL) is different from Individual Learning (IL), which is impacted by many factors. Among them, social factors need to be further explored. Therefore, this study emphasized gender as a key social factor and focused on girls’ learning performance in different learning models (IL and PL) and gender pairing patterns (boy-girl and girl-girl), as well as exploring the effective pedagogy for enhancing girls’ learning performance in RE. To this end, we conducted a comparison experiment in two classes from the fifth grade in a Chinese primary school. Results indicated that: (a) PL outperforms IL in enhancing girls’ learning engagement; (b) PL and IL have the same effect on the girls’ learning attitude and robotics works; (c) Mixed-gender pairing is more beneficial for girls to complete robotics works than single-gender pairing; and (d) Mixed-gender pairing and single-gender pairing have the same effects on girls’ learning attitudes and engagement. The key findings, possible reasons, and implications for practice are also discussed.

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The Influence of Pair Programming on Secondary School Students’ Confidence and Achievement in Computer Programming

Cited by 4 publications

References 25 publications

The ABC of Pair Programming: Gender-dependent Attitude, Behavior and Code of Young Learners

The ABC of Pair Programming: Gender-dependent Attitude, Behavior and Code of Young Learners

Effects of new coopetition designs on learning performance in robotics education

Effects of Pair Learning on Girls’ Learning Performance in Robotics Education

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