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Pair-programming has been found to be very beneficial in educational settings. Students who pair in their introductory programming course are more confident, have greater course completion and pass rates, and are more likely to persist in computer-related majors. Although pairing helps all students, we believe that it is particularly beneficial for women(More)
Prior research on pair programming has found that compared to students who work alone, students who pair have shown increased confidence in their work, greater success in CS1, and greater retention in computer-related majors. In these earlier studies, pairing and solo students were not given the same programming assignments. This paper reports on a study in(More)
There is now a substantial body of evidence in support of the use of pair programming in the classroom[3, 4, 10, 11, 13, 14]. Some of the data is anecdotal and some is the result of formal experiments. We are not aware of any published data that raises concerns about allowing students to complete programming projects using pair programming.In this paper we(More)
Agile software development is gaining popularity in industry. Anecdotal evidence to support this includes the emergence of agile practitioner journals and increasing attendance at agile-focused conferences. Many organizations are using agile methods because previously used techniques were not effective. Pair programming is probably the best known agile(More)
Pair programming, as part of the Agile Development process, has noted benefits in professional software development scenarios. These successes have led to a rise in use of pair programming in educational settings, particularly in Computer Science 1 (CS1). Specifically, McDowell et al. [2006] has shown that students using pair programming in CS1 do better in(More)
In March 2004, SIGCSE members contributed to a mailing list discussion on the question of whether programming should be taught objects first or imperative first. We analyse that discussion, exploring how the CS community debates the issue and whether contributors' positions are supported by the research literature on novice programmers. We applied four(More)
Students in four introductory programming classes who participated in a pair programming study had very positive attitudes toward pair programming: they liked it, thought that it was fun, would like to do it again, and believed that they learned more because they paired. Although the students as a whole had positive attitudes, the results were not(More)