Metacognition in collaborative learning settings is an emerging topic in research on
metacognition. This study focused on the development of metacognitive skills during pair
programming in order to enhance knowledge productivity. Pair programming entails
collaboration between two programmers, each fulfilling a specific role during the execution of
the programming task, and has recently been used in educational contexts as a teaching and
learning strategy to improve learning in computer programming (DeClue, 2003:49; Preston,
2006b:16). In this study the outcomes of collaborative learning during pair programming are
referred to as knowledge productivity, which is measured against the criteria of enhanced
knowledge construction, enhanced problem-solving skills, conceptual changes in individual
perspectives, commitment to work with the other member of the pair, and application of the
results of the learning process (Tillema & Van der Westhuizen, 2006:51,55). To investigate the
influence of a metacognitive teaching and learning approach to pair programming on knowledge
productivity, a repeated-measures experiment with a control group was conducted among a
number of Grade 11 learners who had been implementing pair programming in the learning of
Information Technology at secondary school level. At the beginning of the study both groups
completed two questionnaires, one on metacognition and the other on knowledge productivity.
At the same stage, a number of randomly selected participants from each group were
interviewed on the same two topics, using a semi-structured interview approach. This
procedure was repeated three months later, without any intervention. During the intervention
phase, the experimental group implemented a set of self-directed metacognitive questions that they had to answer while doing a pair programming task. These self-directed metacognitive questions form part of a metacognitive teaching and learning strategy suggested by the researcher. The members of the experimental group also kept a journal to describe how the
self-directed questions directed their thinking during the execution of the pair programming task.
At the end of the experimental period, the mo questionnaires on metacognition and knowledge
productivity were completed by both groups again, supported by the interviews of the same
selected participants. The results derived from the empirical study showed that the knowledge
productivity of learners programming in pairs can be enhanced by implementing a metacognitive
teaching and learning strategy. The metacognitive teaching and learning strategy implemented during this study was then adapted to make it suitable for use by teachers and learners during pair programming. / Thesis (Ph.D. (Education)--North-West University, Potchefstroom Campus, 2010.
| Identifer | oai:union.ndltd.org:NWUBOLOKA1/oai:dspace.nwu.ac.za:10394/4367 |
| Date | January 2010 |
| Creators | Breed, Elizabeth Alice |
| Publisher | North-West University |
| Source Sets | North-West University |
| Language | Afrikaans |
| Detected Language | English |
| Type | Thesis |
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