This article investigates the intrinsic motivational levels among students engaged in pair programming within educational settings. It utilizes both quantitative and qualitative analysis to draw meaningful conclusions. The quantitative results indicate a significant variance in motivation based on chosen programming roles, validated by one-way ANOVA tests. Additionally, qualitative findings highlight seven themes related to psychological dimensions of pair programming, demonstrating how students' experiences and roles shape their motivations and collaborative dynamics. These insights support the effectiveness of role assignments in fostering student engagement and learning outcomes.
The results reveal significant differences in intrinsic motivational levels across programming roles, indicating that students’ choice of roles significantly impacts their engagement in collaborative learning environments.
Qualitatively, pair programming exhibits themes that reflect psychological aspects, showing complex interrelations between motivation, collaboration dynamics, and roles assumed in educational settings.
#intrinsic-motivation #pair-programming #educational-psychology #quantitative-analysis #qualitative-analysis
Collection
[
|
...
]