LEARNING TO PROGRAM - From Pear-Shaped to Pairs

Donna Teague, Paul Roe

Abstract

The consistently high failure rate in Queensland University of Technology’s introductory programming subject reflects a similar dilemma facing other universities worldwide. Experiments were conducted to quantify the effectiveness of collaborative learning on introductory level programming students over a number of semesters, replicating previous studies in this area. A selection of workshops in the introductory programming subject required students to problem-solve and program in pairs, mimicking the eXtreme Programming concept of pair programming. The failure rate for the subject fell from what had been an average of 30% since 2003 (with a high of 41% in 2006), to just 5% for those students who worked consistently in pairs.

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Paper Citation


in Harvard Style

Teague D. and Roe P. (2009). LEARNING TO PROGRAM - From Pear-Shaped to Pairs . In Proceedings of the First International Conference on Computer Supported Education - Volume 2: CSEDU, ISBN 978-989-8111-82-1, pages 151-158. DOI: 10.5220/0001855901510158


in Bibtex Style

@conference{csedu09,
author={Donna Teague and Paul Roe},
title={LEARNING TO PROGRAM - From Pear-Shaped to Pairs},
booktitle={Proceedings of the First International Conference on Computer Supported Education - Volume 2: CSEDU,},
year={2009},
pages={151-158},
publisher={SciTePress},
organization={INSTICC},
doi={10.5220/0001855901510158},
isbn={978-989-8111-82-1},
}


in EndNote Style

TY - CONF
JO - Proceedings of the First International Conference on Computer Supported Education - Volume 2: CSEDU,
TI - LEARNING TO PROGRAM - From Pear-Shaped to Pairs
SN - 978-989-8111-82-1
AU - Teague D.
AU - Roe P.
PY - 2009
SP - 151
EP - 158
DO - 10.5220/0001855901510158