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dc.contributor.advisorGovender, Desmond Wesley.
dc.creatorGovender, Thamotharan Prinavin.
dc.date.accessioned2014-11-05T11:54:25Z
dc.date.available2014-11-05T11:54:25Z
dc.date.created2013
dc.date.issued2013
dc.identifier.urihttp://hdl.handle.net/10413/11512
dc.descriptionM. Ed. University of KwaZulu-Natal, Durban 2013.en
dc.description.abstractIT teaching strategies are unable to keep abreast of the ever-changing programming paradigms, programming languages and versions of software suites that are often “technologically hardware dependant” and costly to implement. Faced with ever increasing class sizes, lecture workloads and diminishing monetary resources coupled with reducing throughput rates in programming courses; IT educators are faced with challenges when teaching programming. The issue here maybe to move away from teacher centred learning to student centred learning. Pair Programming offers educators an opportunity to further enhance student centred learning. This study conducted an empirical study of “pair programming” in the teaching and learning of an introductory programming course in computer science with input from educators and learners. The purpose was to determine how a cooperative learning model can be used as a pedagogic tool for effective teaching and learning in a programming course. The study attempted to determine the impact of collaborative pair programming on students and whether IT educators can use pair programming as a teaching strategy. There was a pre-test for students to secure data and on how students attempted programming tasks. Thereafter pair-programming was implemented and a post-test was administered to determine the effectiveness of the intervention strategy. The research findings indicated that the educators and learners had a positive attitude towards the use of pair programming to support teaching and learning.en
dc.language.isoen_ZAen
dc.subjectInteraction analysis in education.en
dc.subjectProgrammed instruction.en
dc.subjectTheses--Education.en
dc.titleCooperative learning technique for teaching object oriented programming.en
dc.typeThesisen


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