Sosiale vaardighede vir paarprogrammering

Abstract

The ability to communicate is a crucial skill. This skill is essential in any situation where social interaction is required. The process to communicate in order to accomplice a goal, either for relaxation or to complete a specific task, is called social interaction. The current study investigated the need for social skills to be used during social interaction, specifically during pair programming. From the findings of previous research, it became clear that it could not be expected that students will necessarily know how to interact appropriately when placed in groups. They need to be taught social skills. With this in mind, this study investigated which social skills are necessary for effective social interaction during pair programming. According to the literature study, social skills are founded in five theories: the social–cognitive theory, social interdependence theory, cognitive development theory, social constructivism theory, and behaviourism theory. Social skills needed for effective social interaction during co–operative learning were identified from these theories. The study consequently proceeded to identify social skills needed for effective social interaction during pair programming, in accordance with the nature of pair programming. The social skills identified were planning, task management, non–verbal representation, communication, and conflict management skills. An empirical study was conducted to ascertain which of the above social skills were used by a selected group of second–year education students in social interaction during pair programming. The object was to establish which skills contributed to effective social interaction during pair programming, which social skills used by the students negatively influenced social interaction, and which of the above–mentioned skills were not used by the students when engaging in social interaction during pair programming. Observations using video material, and semi–structured interviews were used to collect data. Observations were made over a period of eight weeks, and concluded with interviews with three participants. Results from the empirical study showed that students used social skills that contributed both positively and negatively to social interaction during pair programming. Some skills were not used by students during interaction. The conclusions from the empirical study were used to make recommendations for social skills to be included in training of students in social skills for pair programming. Guidelines for teaching social skills for pair programming were also drawn up. It should be noted that social skills need to be taught additionally to the principles of pair programming when implementing pair programming.