Abstract
We conducted a quasi-experimental study of pair programming versus solo programming, in the context of a required, four-hour, intermediate level-course that focuses on the acquisition of a second language (C/C++). We found pair programming served as a protective factor for the retention of female students and less experienced students. Our findings support those of prior studies that suggested that pair programming may improve retention for female students and also suggest that pair programming strategies may help to shorten the long pre-requisite chain typically found in CS programs, reduce time to degree, and promote student productivity during undergraduate studies. We also found that solo programmers relied more heavily on TA assistance, which implies that resource-constrained departments might better meet student needs or handle larger groups of students with existing resources through the use of pair programming.
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