2025 ASEE Annual Conference & Exposition

This study investigates the impact of a structured reflection mechanism following weekly pair programming sessions on student learning, self-awareness, and skill development in a Computer Science course. The motivation for this research stems from the need to enhance students' critical thinking and ownership of their learning processes, while helping them identify areas for improvement in technical skills such as language syntax, flow control structures, data structures, modularization through functions, memory management, and more. Additionally, it addresses the need for improvements in course design, instructional effectiveness, and the instructor’s professional growth. The study employs both qualitative and quantitative data collection involving two course sections with a diverse group of students, engaging in 75-minute pair programming sessions where they alternate roles as driver (who writes the code) and navigator (who reviews and guides). The C programming language is used to facilitate collaboration and real-world skill development.
The unique aspect of this study is the structured reflection process applied after each pair programming session. Students are asked to answer three questions: (1) what they learned, (2) what areas they need more practice, and (3) their overall feedback on the exercise. These reflections provided valuable qualitative data, revealing common challenges such as understanding loops, syntax, and random number functions, as well as improvements in collaboration and problem-solving skills. Analyzing this data provided insights into how feedback-driven instruction enhances both student and instructor performance, allowing for ongoing adjustments in teaching strategies and course content.
To measure broader impacts, mid-semester and end-of-semester surveys assess student satisfaction, confidence, and engagement, tracking changes in students' self-perception regarding their coding abilities and comfort with collaboration. The continuous reflection process empowers students by promoting self-awareness and adaptive learning, contributing significantly to the instructor’s professional growth. By reviewing student feedback weekly, the instructor can create a more dynamic learning environment that evolves based on real-time insights.
Overall, this study provides valuable insights into how structured feedback mechanisms in pair programming can boost students’ self-confidence, adaptability, collaborative skills, and continuous learning while supporting dynamic and effective instructional practices. It underscores the importance of a feedback-driven approach to promote continuous improvement for both students and instructors.