Learning to program in secondary classrooms: Students’ and Teachers’ perceptions of the pair-programming setting

This Research to Practice Full Paper summarizes insights from three cycles of participatory action research on learning to program by developing simple video games in secondary-level classrooms using pair-programming. We found that pair-programming is an effective learning method for programming that additionally helps students acquire various other 21st-century skills in computer science classes at K9 level. As a follow-up to participatory action research, a series of seven interviews with computer science teachers and researchers from North America, Africa, and Europe, who focusg on pair programming, was conducted. The interviews were analyzed using qualitative content analysis by Mayring. Finally, the findings were interpreted and related to collaborative and experiential learning theories. Our mixed-methods study aims at presenting teachers’ attitudes toward the pair-programming setting. Furthermore, it examines if that setting is promotive to problem-solving skills, has an improved learning outcome, fosters a higher motivation, increases satisfaction, social skills, and positive attitudes toward coding.Based on the mixed-methods research, practical implications for learning to program in secondary-level classrooms are derived. With this contribution, we want to enlarge teachers’ and researchers’ repertoire to make programming-learning more engaging, more motivative, and more successful. This research should be the foundation for developing a positive image of programming for young learners of any gender and culture.