Pair Programming in Middle School: How Individual Factors Impact the Dyad’s Computational Thinking Performances

• In Event: Artificial Intelligence (AI) Literacy and Computational Thinking Education

Abstract

Computational thinking (CT) is crucial for 21st-century youth, with pair programming commonly utilized for CT education. This study examines the influence of individual factors on students’ CT performance and their partners’ performance in pair programming. An empirical study was conducted with 84 8th-grade students at a Midwest middle school in the US. The results of dyadic analyses reveal a positive correlation between participants’ CT scores and their attitudes toward programming and collaboration. However, no significant relationship was found between scores and prior computer or programming experience. Additionally, students’ attitudes toward collaboration and programming frequency positively predicted their partners’ CT performance. This study offers implications for educational practices and provides suggestions for future research.

Authors

• Fan Xu, N/A

• Ana-Paula Correia, The Ohio State University