Do Pair Programming Approaches Transcend Coding? Measuring Agile Attitudes in Diverse Information Systems Courses.
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| Title: | Do Pair Programming Approaches Transcend Coding? Measuring Agile Attitudes in Diverse Information Systems Courses. |
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| Authors: | Kuanchin Chen1 kc.chen@wmich.edu, Rea, Alan1 alan.rea@wmich.edu |
| Source: | Journal of Information Systems Education. Spring2018, Vol. 29 Issue 2, p53-64. 12p. |
| Subject Terms: | *Computer programming, *Computer programming education, *Computer science students, *Student attitudes, Agile software development, Extreme programming |
| Abstract: | Agile methods and approaches such as eXtreme programming (XP) have become the norm for successful organizations not only in the software industry but also for businesses seeking to improve internal software processes. Pair programming in some form is touted as a major functionality and productivity improvement. However, numerous studies show that simply placing two programmers side by side in front of a single computer screen is not enough. We must look at other factors such as programmer expertise, project preparation, and perceived solution quality to understand pair programming's promises and pitfalls. In our study, we apply tailored programming challenges to a multifaceted group of first-year through senior Information Systems (IS) and non- IS majors to analyze how participant attitudes and perceived benefits of pair programming change from pre- to post-study, as well as determine whether the quality and functionality of the solutions differ across education levels and disciplines. Our findings show a strong interaction effect of gender and major composition (CIS vs. non-CIS majors) in all four dimensions of the ATMI attitude scale. Findings also suggest that experience in problem solving and solution formation are more important than prior specific domain knowledge. Finally, participants' perceived ability, sense of accomplishment, and completion of the assigned work, regardless of background or demographic, determined their performance outcome on the pair-programming tasks, which suggests that not all forms of attitude and perceived benefits contribute to the performance outcome. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Information Systems Education is the property of Information Systems & Computing Academic Professionals (ISCAP) and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 130161423 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Do Pair Programming Approaches Transcend Coding? Measuring Agile Attitudes in Diverse Information Systems Courses. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Kuanchin+Chen%22">Kuanchin Chen</searchLink><relatesTo>1</relatesTo><i> kc.chen@wmich.edu</i><br /><searchLink fieldCode="AR" term="%22Rea%2C+Alan%22">Rea, Alan</searchLink><relatesTo>1</relatesTo><i> alan.rea@wmich.edu</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+Information+Systems+Education%22">Journal of Information Systems Education</searchLink>. Spring2018, Vol. 29 Issue 2, p53-64. 12p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Computer+programming%22">Computer programming</searchLink><br />*<searchLink fieldCode="DE" term="%22Computer+programming+education%22">Computer programming education</searchLink><br />*<searchLink fieldCode="DE" term="%22Computer+science+students%22">Computer science students</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+attitudes%22">Student attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Agile+software+development%22">Agile software development</searchLink><br /><searchLink fieldCode="DE" term="%22Extreme+programming%22">Extreme programming</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Agile methods and approaches such as eXtreme programming (XP) have become the norm for successful organizations not only in the software industry but also for businesses seeking to improve internal software processes. Pair programming in some form is touted as a major functionality and productivity improvement. However, numerous studies show that simply placing two programmers side by side in front of a single computer screen is not enough. We must look at other factors such as programmer expertise, project preparation, and perceived solution quality to understand pair programming's promises and pitfalls. In our study, we apply tailored programming challenges to a multifaceted group of first-year through senior Information Systems (IS) and non- IS majors to analyze how participant attitudes and perceived benefits of pair programming change from pre- to post-study, as well as determine whether the quality and functionality of the solutions differ across education levels and disciplines. Our findings show a strong interaction effect of gender and major composition (CIS vs. non-CIS majors) in all four dimensions of the ATMI attitude scale. Findings also suggest that experience in problem solving and solution formation are more important than prior specific domain knowledge. Finally, participants' perceived ability, sense of accomplishment, and completion of the assigned work, regardless of background or demographic, determined their performance outcome on the pair-programming tasks, which suggests that not all forms of attitude and perceived benefits contribute to the performance outcome. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of Information Systems Education is the property of Information Systems & Computing Academic Professionals (ISCAP) and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=130161423 |
| RecordInfo | BibRecord: BibEntity: Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 12 StartPage: 53 Subjects: – SubjectFull: Computer programming Type: general – SubjectFull: Computer programming education Type: general – SubjectFull: Computer science students Type: general – SubjectFull: Student attitudes Type: general – SubjectFull: Agile software development Type: general – SubjectFull: Extreme programming Type: general Titles: – TitleFull: Do Pair Programming Approaches Transcend Coding? Measuring Agile Attitudes in Diverse Information Systems Courses. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Kuanchin Chen – PersonEntity: Name: NameFull: Rea, Alan IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 04 Text: Spring2018 Type: published Y: 2018 Identifiers: – Type: issn-print Value: 10553096 Numbering: – Type: volume Value: 29 – Type: issue Value: 2 Titles: – TitleFull: Journal of Information Systems Education Type: main |
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