Eşli Programlamada Çeşitli Bireysel Farklılıkların Grup Uyumu, Akış ve Kodlama Performansına Etkisi

Abstract

In this study, the effect of homogeneous and heterogeneous pairing, in terms of individual differences, in pair programming on group compatibility, flow and coding performance were investigated. In line with this purpose, seven individual difference cases, such as “gender, learning style, friendship, extraversion and conscientiousness components of personality traits, coding self-efficacy, and coding prior-knowledge” were determined to be used for pairing in pair programming. This study, designed as a mixed study, is a multiple case one. In the quantitative part of the study, posttest only nonequivalent control group design was used. During the fall semester of 2018-2019 academic year, 64 voluntary 3rd and 4th year undergraduate students enrolled in the elective “Information Management Applications” course at the department of CEIT of a large state university. As a result of the study, high levels of group compatibility and flow, but middle-level of coding performance were reached in all individual difference cases irrespective of group’s being homogeneous or heterogeneous. Besides, it was concluded that the homogeneous group experienced higher level flow in the learning style case. In the friendship case, homogeneous group experienced higher level flow, while heterogeneous group showed higher level coding performance. It was also seen that the heterogeneous group exhibited a higher level of coding performance in the case of conscientiousness component of personality traits. Students prefer to pair as homogeneous or heterogeneous by friendship and coding prior-knowledge level in pair programming due to various reasons. In addition, they prefer to pair the ones with high task-related conscientiousness. Participant students expect to achieve higher group compatibility, flow, and coding performance in this way. In this context, in order to increase the flow experience in pair programming, it may be suggested to create homogeneous groups by the learning style and friendship, and to create heterogeneous groups by conscientiousness component of personality traits and friendship.