Authors:
(1) Zakaria Pesley, South Florida University, Tampa, Florida, USA ([email protected]);
(2) Aisha Johnson, South Florida University, Tampa, Florida, USA ([email protected]).
Links table
Abstract and 1 introduction
2 previous research
3 Description of the course
4 ways
5 results
6 discussion
7 Conclusion and future work, recognition, and references
a summary
Marital programming was highlighted as an active educational method with many benefits for students, including increasing participation and improving results, especially for computer science students. However, most of the literature highlights the effects of marital programming in the introductory sessions, where students enjoy various levels of previous programming experience and thus they may face related group problems. This work analyzes the effect of marital programming in the higher computer science course, where students have a more consistent background teaching, especially in the learned languages and best practices in coding. Second, the effect of the husband’s programming on the results of students remains an open issue and one of the increasing importance with the emergence of Covid-19. This work used division sections with a control and treatment group at a large public university. In addition to comparing marital programming with individual programming, the results were analyzed according to the method (from a distance against a person), and through sex, with a focus on how to compensate for female programming from computer science students in confidence, stability in specialization, and results. We have found that marital programming groups recorded higher in tasks and exams, these are the pair programming groups that are being implemented as well as in the groups of persons, and that the students increased their confidence in asking questions in the classroom and recorded by 12 % in the course when using the husband’s programming.
1 introduction
Marital programming is often published, as the Taliban shares one screen while working on a programming mission, as an effective educational method to increase participation and improve results in the classroom, especially for women in computer science. One of the students, the driver, writes the program, while the other provides, explorer, guidance, encouragement and correction in actual time. The advantages of the student from this cooperative learning approach include 1) the opportunity to “continuous review” where defects are corrected with their appearance, 2) greater satisfaction in the course and learning from their peers, 3) team building, communication, and improving other soft skills, and 4) greater industry and productivity [8, 17]. The researchers discovered a 95 % increase in confidence in the final product and found that “the husband’s programming is 40-50 % faster than programming alone” [12]. Others noted that “the degree of programming, dozens of exams, and perseverance in computer programming courses” improve if the husband’s programming is properly performed [16]. For trainers, marital programming can provide an obstacle to betrayal [17].
For all its benefits, there are still many open questions in marital programming. One of them is the impact of a pair programming remotely on the results of students, that is, if students should be physically together to experience full benefits. This question is of particular importance after guardianship because students are more comfortable in working online. As our university moves to a person’s method, we found that most students (95 %) prefer to work on tasks. The second consideration is the optimal association of programming partners. For example, Bown and others. I found a negative impact when students paired with a significantly different programming capacity [5]. Since most of the literature highlights the effect of marital programming in the preliminary sessions, partners can have a wide difference in ability and thus face problems with one partner who leaves the other behind. The work has studied relatively little programming in the higher computer science courses where students enjoy a more consistent background. Consequently, the objectives of this work are to study the effect of marital programming 1) where students can work from a distance in duties and 2) in the higher C-3 course where students must show more consistency in education, elegance and languages learned. This work used division sections with a control and treatment group at a large public university. The results were analyzed by focusing in particular on how Pair Programming benefits female computer science students in confidence, stability in specialization, and results.
