Investigating the Effectiveness of Pair Programming for Students with Learning Disabilities

结对编程是一种协作式的编程形式，两名学生在一台计算机上并肩工作，本研究将调查结对编程是否会影响学习障碍学生在计算机课程中的表现和记忆。有学习障碍学生的专上院校注册人数不断增加，因此有必要研究学习障碍学生在高等教育中的机会和成功情况。那些打算从事计算机职业的LD学生经常在计算机课程中挣扎，并放弃了可以提供有回报的工作机会的职业道路。结对编程已经在计算机课程中成功地应用于没有残疾的学生。它增加了学习，减少了挫折，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，很少有研究调查了涉及LD学生的配对互动。这个项目有助于发展和多样化国家的计算劳动力。为了研究配对互动，参与者将参与合作解决问题。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对照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训练，以及如何扮演驱动者的角色，即编写或键入代码的人，以及导航员或观察者，即在进入代码时检查每一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完成十个编程活动，每十分钟切换他们的角色（驾驶员/导航员）。研究人员将观察并记录参与者的互动。数据收集将包括测试前、中、后问卷，以测量参与者的编程经验、编程自我效能、编程态度和动机。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。在最后一次班会期间将举行一个焦点小组，鼓励参与者分享他们的经验。对调查问题的开放式回答、焦点小组访谈回答和观察笔记将使用定性分析方法进行分析。定量数据将使用多元一般线性模型进行分析，以进行组间比较。研究结果有可能应用于高中和初中学生的教学，并在K-12设置中用于支持有学习障碍的学生或那些学习方式不同的学生，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.