Experimenting with pair programming in the classroom

Abstract

There is now a substantial body of evidence in support of the use of pair programming in the classroom[3, 4, 10, 11, 13, 14]. Some of the data is anecdotal and some is the result of formal experiments. We are not aware of any published data that raises concerns about allowing students to complete programming projects using pair programming.In this paper we present data from three studies performed at UCSC. All three studies support the position that pair programming results in more student learning.