Investigating the Effectiveness of Pair Programming for Students with Learning Disabilities

本研究将探讨是否对编程，编程的合作形式，其中两个学生并排工作在一台计算机上，影响的性能和保留的学习障碍（LD）的学生在计算课程。不断增长的中学后入学的学生与LD创造了一个相称的需要研究的可及性和成功的学生与LD在高等教育。开始从事计算机职业的LD学生通常会在计算机课程中挣扎，并放弃提供有价值的工作机会的职业途径。结对编程已成功地用于无残疾的学生在计算课程。它增加了学习，减少了挫折感，缩小了男女学生之间的信心差距，同时提高了所有学生的信心。然而，很少有研究考察涉及学习困难学生的结对互动。该项目旨在发展和多样化国家的计算劳动力。为了研究配对互动，参与者将参与协作解决问题。 参加信息技术和编程入门课程的学生将被随机分配到作为控制组或实验组的课程部分。实验组的学生将接受有效的结对编程培训，以及如何扮演驱动程序的角色，编写或输入代码的人，以及导航员或观察员，在输入代码时审查每行代码并考虑工作的战略方向的人。合作伙伴将与两个不同的合作伙伴一起完成十个编程活动，每十分钟交换一次角色（驾驶员/导航员）。研究人员将观察并记录参与者的互动。数据收集将包括前，中，后测试问卷调查，以衡量参与者的编程经验，编程自我效能，态度和编程的动机。学生的学习成果将通过编程练习，作业和期中/期末考试成绩来衡量。在最后一次课堂会议上将举行一个焦点小组，鼓励与会者分享他们的经验。将使用定性分析方法分析调查问题的开放式答案、焦点小组访谈答复和观察记录。将使用多变量一般线性模型分析定量数据，以比较各组。研究结果有可能应用于高中和初中学生的教学，并用于K-12设置，以支持LD学生或那些以不同方式学习的学生，增加他们走上计算机职业道路的可能性。

This study will investigate whether pair programming, a collaborative form of programming in which two students work side-by-side on one computer, impacts the performance and retention of students with learning disabilities (LD) in computing courses. Growing post-secondary enrollment of students with LD has created a commensurate need for research on accessibility and success for students with LD in higher education. Students with LD who set out to pursue careers in computing often struggle with computing courses and abandon career pathways that would provide rewarding job opportunities. Pair programming has been used successfully with students without disabilities in computing courses. It has increased learning, decreased frustration, and reduced the confidence gap between male and female students while improving the confidence of all students. However, little research has examined the pair interaction involving students with LD. This project serves to develop and diversify the nation's computing workforce. To study pair interaction, participants will be engaged in collaborative problem solving. Students enrolled in introductory information technology and programming classes will be randomly assigned to course sections that serve as control or experimental groups. Students in the experimental group will be trained in effective pair programming as well as how to fill the role of driver, the one who writes or types in the code, and navigator or observer, the one who reviews each line of code as it is entered and considers the strategic direction of the work. Partners will complete ten programming activities with two different partners, switching their roles (driver/navigator) every ten minutes. Researchers will observe and record participants' interactions. Data collection will include pre- mid- and post-test questionnaires to measure participants' programming experience, programming self-efficacy, attitude and motivation toward programming. Student learning outcomes will be measured through programming exercises, assignments, and midterm/final exam grades. A focus group will be held during the last class meeting in which participants will be encouraged to share their experiences. Open-ended answers to survey questions, focus group interview responses, and observation notes will be analyzed using qualitative analysis methods. Quantitative data will be analyzed using multivariate general linear models to compare groups. Research results have the potential to be applied in teaching high-school and middle-school students and used in K-12 settings to support students with LD or those who approach learning differently, increasing the likelihood that they will follow the path to computing careers.