A metacognitive approach to pair programming: influence on metacognitive awareness
Date
2014Author
Breed, Elizabeth Alice
Mentz, Elsa
Van der Westhuizen, Gerhardus
Metadata
Show full item recordAbstract
Introduction. The research focused on metacognition in a collaborative learning setting.
Based on a comprehensive literature study the researchers designed a metacognitive teachinglearning
strategy for pair programmers. Our purpose was to investigate the influence of this
metacognitive teaching-learning strategy during pair programming in an educational context
on metacognitive awareness.
Method. A mixed method research design was used, including two questionnaires, individual
interviews, and individual journals. The participants were 67 grade 11 learners who had been
implementing pair programming in the learning of Information Technology at secondary
school level. The metacognitive teaching-learning strategy was implemented by the experimental
group.
Results. The results derived from the empirical study showed that the learners in the experimental
group, who had implemented the metacognitive teaching-learning strategy while programming
in pairs, reported an enhancement in the areas of planning, information management,
monitoring and evaluation, with regard to metacognitive awareness.
Discussion and conclusion. This research highlighted the importance of a metacognitive
teaching-learning strategy when learners are programming in pairs. The findings could do
much to advance teaching and learning in computer programming, and to inform future research
and practice. The metacognitive teaching-learning strategy implemented during the
research was adapted to make it suitable for use by teachers and learners during pair programming.
URI
http://hdl.handle.net/10394/20267http://investigacion-psicopedagogica.org/revista/new/english/index.php?n=32
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- Faculty of Education [756]