The study indicates that students, particularly girls, show a significant increase in positive attitudes towards programming, especially in same-sex pairs. The design of the course and the pair programming strategy helps mitigate negative stereotypes and biases. The findings highlight that same-sex working dynamics tend to yield more significant changes in students' perceptions of programming. Moreover, the limited number of mixed pairs reduces the ability to derive representative conclusions from that data, emphasizing the prevalence of preference for same-sex pair structures.
In our experiment, we refrained from assigning pairs to avoid bias and reflect a realistic classroom setting. The low number of mixed pairs (n=3) limits their statistical significance.
We observe a significant change in students' attitude towards programming from the start to the end of the course, with the largest increase in positive attitudes among all-female pairs.
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