The ABC of Pair Programming: Gender-dependent Attitude, Behavior and Code of Young Learners

Young learners are increasingly introduced to programming, and one of the main challenges for educators is to achieve learning success while also creating enthusiasm. As it is particularly difficult to achieve this enthusiasm initially in young females, prior work has identified gender-specific differences in the programming behavior of young learners. Since pair programming, which turns programming into a more sociable activity, has been proposed as an approach to support programming education, in this paper we aim to investigate whether similar gender-specific characteristics can also be observed during pair programming. Therefore, we designed a gender-neutral introductory SCRATCH programming course tailored for integrating pair programming principles, and conducted it with a total of 139 students aged between 8 and 14 years. To identify gender-dependent differences and similarities, we measure the attitude towards programming and the course setting, observe the behavior of the students while programming, and analyze the code of the programs for different gender-combinations. Overall, our study demonstrates that pair programming is well suited for young learners and results in a positive attitude. While the resulting programs are similar in quality and complexity independent of gender, differences are evident when it comes to the compliance to pair programming roles, the exploration of code, and the creative customization of programs. These findings contribute to an in-depth understanding of social and technical gender specifics of pair programming, and provide educators with resources and guidance for implementing gender-sensitive pair programming in the classroom

Comparison between olympic weightlifting exercises and derivatives for fatigue impact quantification

Dissertação para obtenção do grau de mestre em Desporto - Atividades desportivas para criançasA gestão da carga de treino é um aspeto de extrema importância na gestão de fadiga e indução de adaptações em quase todas as modalidades, sendo que no halterofilismo são conhecidas algumas das variáveis de carga, nomeadamente a intensidade e volume. No entanto a tipologia do exercício permanece uma incógnita em termos concretos porque o empirismo nos diz que alguns exercícios induzem maior fadiga que outros, contudo não é conhecido em concreto a razão dessa quantificação. Dessa forma, este trabalho quantificou a fadiga induzida por vários tipos de exercícios de halterofilismo através de um desenho experimental, onde foi induzida fadiga em indivíduos adultos atletas de halterofilismo com experiencia mínima de 2 anos, através da execução de um conjunto de 10 dos exercícios mais utilizados em halterofilismo, em que foi equalizada a intensidade e volume entre eles (4 séries de 3 repetições), após os quais foi efetuado um teste de Snatch Pull e avaliada a variação da velocidademédia e máxima, amplitude de movimento e potência média como medida de fadiga, pré e pós execução do protocolo de cada exercício, através do transdutor linear marca Vitruve (Vitruve encoder; Madrid, Spain). Participaram nove mulheres e doze homens (respetivamente, idade, 29,67±5,74 anos e 28,17±5,06 anos; estatura, 158,78±6,70 cm e 174,50±6,07 cm; massa corporal, 60,84±7,34 kg e 79,46±5,32 kg; %massa gorda, 17,76±7,63 % e 16,98±5,14 %). Relativamente a amostra total, foram encontradas diferenças significativas na amplitude de movimento dos exercícios de Snatch Pull, Snatch e Back Squat (respetivamente, p<0,001 e Effect Size (ES)=0,986; p=0,003 e ES=0,731; p=0,021 e ES=0,547) e na amplitude de movimento de Clean and Jerk (C&J) (p=0,015 e ES=0,582), na potência média, foram encontradas diferenças significativas no Power Snatch, Snatch, Snatch Pull e Back Squat e no C&J (respetivamente, p=0,043 e ES=0,472; p=0,048 e ES=0,460; p=0,003 e ES=0,729; p=0,009 e ES=0,636; p=0,037 e ES=0,488), na velocidade máxima foram encontradas diferenças significativas no Power Snatch, Snatch, Snatch Pull e Back Squat (respetivamente, p=0,008 e ES=0,638; p<0,001 e ES=0,998; p<0,001 e ES=0,906 ; p<0,001 e ES=0,906), na velocidade média, foram encontradas diferenças significativas no Snatch Pull e no Back Squat (respetivamente, p=0,030 e ES=0,509; p=0,003 e ES=0,727), quando analisados os géneros separadamente, no grupo feminino, encontramos diferenças significativas na amplitude de movimento do Snatch, Snatch Pull e Back Squat (respetivamente, p=0,006 e ES=1,218; p=0,001 e ES=1,776; p=0,002 e ES=1,474), na variável potência média, foram encontradas diferenças significativas no Snatch, Snatch Pull e Back Squat (respetivamente, p=0,006 e ES=1,227; p=0,002 e ES=1,512; p=0,001 e ES=1,679), na velocidade máxima revelaram-se diferenças significativas no Snatch, Snatch Pull e Back Squat (respetivamente, p=0,002 e ES=1,469; p=0,005 e ES=1,258; p<0,001 e ES=2,058), relativamente a variável velocidade média este grupo mostrou diferenças significativas no Snatch, Snatch Pull e Back Squat (respetivamente, p=0,006 e ES=1,228; p=0,003 e ES=1,372; p=0,001 e ES=1,660), no grupo masculino, encontramos diferenças no ROM do Snatch Pull, C&J e Clean (respetivamente, p=0,042 e ES=0,663; p=0,004 e ES=1,033; p=0,020 e ES=0,786), foram apenas encontradas diferenças significativas na potência média no C&J (p=0,009 e ES=0,910), na velocidade máxima o grupo revelou diferenças significativas no Power Snatch, Snatch e Snatch Pull (respetivamente, p=0,009 e ES=0,910; p=0,025 e ES=0,745; p=0,039 e ES=0,675), a velocidade média apresentou diferenças significativas apenas no C&J (p=0,011 e ES=0,876). Concluiu-se que existem diferenças na indução de fadiga entre a maioria dos exercícios analisados e que o género feminino parece ser mais resistente à fadiga que o género masculino, relativamente aos exercícios derivados do C&J. No entanto nos exercícios derivados do Snatch o inverso parece acontecer na maioria das variáveis, exceto na velocidade máxima, em que ambos os géneros apresentam fadiga similar nos exercícios analisados.Load management is an extremely important subject in the control of fatigue and adaptation process in almost all sports. In Olympic Weightlifting (OW), some of the load variables are known, namely intensity and volume. However,the type of exercise remains unknown in specific terms because empiricism tells us that some exercises induce greater fatigue than others, nonetheless we do not know specifically the value for this quantification. Thus, this work intended to evaluate the amount of fatigue caused by various types of OW exercises. We resorted to an experimental quantitative design, where we induced fatigue in adult individuals with weightlifting experience of at least 2 years, through the execution of a set of 10 of the most used exercises in OW, in which the intensity and volume between them were equalized (4 sets of 3 repetitions), after which a Snatch Pull test was performed and changes in maximum and medium velocity, range of motion and medium power were evaluated as fatigue measurement, between before and after the protocol of each exercise through the linear transductor Vitruve (Vitruve encoder; Madrid, Spain). Nine women and twelve men have participated in the study (age, 29.67±5.74years and 28.17±5.06years; height, 158.78±6.70cm and 174.50±6.07cm; body weight, 60.84±7.34kg and 79.46±5.32kg; %body fat, 17.76±7.63% and 16.98±5,14%, respectively). For the total sample, significant differences were found in the range of motion (ROM) of Snatch Pull, Snatch and Back Squat (p<0.001 and Effect Size (ES)=0.986; p=0.003 and ES=0.731; p=0.021 and ES=0.547, respectively) and also on Clean & Jerk (C&J) ROM (p=0.015 and ES=0.582), in the mean power variable, significant differences were found in Power Snatch, Snatch, Snatch Pull and Back Squat and C&J (p=0.043 and ES=0.472; p=0.048 and ES=0.460; p=0.003 and ES=0.729; p=0.009 and ES=0.636 ; p=0.037 and ES=0.488, respectively), in peak velocity, significant differences were found in Power Snatch, Snatch, Snatch Pull and Back Squat (p=0.008 and ES=0.638; p<0.001 and ES=0.998; p<0.001 and ES=0.906; p<0.001 and ES=0.906, respectively), in the mean velocity variable, significant differences were found in Snatch Pull and Back Squat (p=0.030 and ES=0.509; p=0.003 and ES=0.727, respectively). When genders were analysed separately, on the female group, significant differences were noticed in Snatch ROM, Snatch Pull and Back Squat (p=0.006 and ES=1.218; p=0.001 and ES=1.776; p=0.002 and ES=1.474, respectively), in the mean power variable, significant differences were found in Snatch, Snatch Pull and Back Squat (p=0.006 and ES=1.227; p=0.002 and ES=1.512 ; p=0.001 and ES=1.679, respectively), at peak velocity significant differences were revealed in Snatch, Snatch Pull and Back Squat (p=0.002 and ES=1.469; p=0.005 and ES=1.258; p<0.001 and ES=2.058, respectively), for the mean velocity variable, significant differences were found in Snatch, Snatch Pull and Back Squat (p=0.006 and ES=1.228; p=0.003 and ES=1.372 ; p=0.001 and ES=1.660, respectively). In the male group, differences were found in the ROM of Snatch Pull, C&J and Clean (p=0.042 and ES=0.663; p=0.004 and ES=1.033; p=0.020 and ES=0.786, respectively) also, significant differences in mean power were only found in C&J (p=0.009 and ES=0.910, at peak velocity were revealed significant differences in Power Snatch, Snatch and Snatch Pull (p=0.009 and ES=0.910; p=0.025 and ES=0.745; p=0.039 and ES=0.675, respectively), the mean velocity showed significant differences only in the C&J (p=0.011 and ES=0.876). It was concluded that there are differences in the induction of fatigue between most of the exercises analysed, and that the female gender seems to be more resistant to fatigue than the male gender, in relation to exercises derived from C&J, however in the exercises derived from Snatch the reverse seems to happen in most variables except at maximum speed, in which both genders present similar fatigue in the analysed exercises.N/

Eşli Programlamanın Ortaokul Öğrencilerinin Bilgisayar Programlama Özgüven ve Başarısına Etkisi

DergiPark: 575098tredBu araştırmada iç içegeçmiş durum çalışması yapılarak eşli programlamanın ortaokul öğrencilerininbilgisayar programlama özgüven ve başarısına etkisi araştırılmıştır.  Beşinci sınıf seviyesinde 35 öğrenci bireysel(n=13) ve eşli (n=22) programlama gruplarına ayrılmış, Scratch programlamaetkinlikleri kullanılarak sekiz haftalık bir uygulama yürütülmüştür.Araştırmada nitel veri görüşmelerle, nicel veri ise özgüven anketi verubriklerle toplanmıştır. Veri analizi için bağımsız örneklemler t testi ve içerik analizikullanılmıştır. Uygulama sonunda eşli programlama öğrencilerinin özgüven vebaşarısının, bireysel programlama öğrencilerinden daha yüksek olduğubulunmuştur. Bu çalışma, ortaokul seviyesinde bilgisayar programlama özgüvenive başarısını artırmak için eşli programlama yönteminin kullanımınıdesteklemekte, özellikle bilgisayar sayısı yetersiz olan okullara, rekabetçiöğrencilere ve programlamayı yeni öğrenenlere bu yöntemi önermektedir.The purpose ofthis embedded case study is to explore the possible influence of pairprogramming on secondary school students’ confidence and achievement incomputer programming. A total of 35 students in a fifth-grade class weredivided into individual (n=13) andpair programmers (n=22), who then usedScratch programming activities during an eight week implementation. Qualitativedata were collected with interviews and quantitative data were collected with aconfidence questionnaire and rubrics. Content analysis and independent-samples t tests were conducted for dataanalysis. The results showed that pair programmers’ confidence and achievementfor computer programming was higher compared to individual programmers afterthe implementation. The study supports the use of pair programming in secondaryschools, especially where there are limited numbers of computers, competitivestudents, and novice programmers to increase the confidence and achievement incomputer programming

ScratchMaths: evaluation report and executive summary

Since 2014, computing has been part of the primary curriculum. ‘Scratch’ is frequently used by schools, and the EEF funded this trial to test whether the platform could be used to improve pupils’ computational thinking skills, and whether this in turn could have a positive impact on Key Stage 2 maths attainment. Good computational thinking skills mean pupils can use problem solving methods that involve expressing problems and their solutions in ways that a computer could execute – for example, recognising patterns. Previous research has shown that pupils with better computational thinking skills do better in maths. The study found a positive impact on computational thinking skills at the end of Year 5 – particularly for pupils who have ever been eligible for free school meals. However, there was no evidence of an impact on Key Stage 2 maths attainment when pupils were tested at the end of Year 6. Many of the schools in the trial did not fully implement ScratchMaths, particularly in Year 6, where teachers expressed concerns about the pressure of Key Stage 2 SATs. But there was no evidence that schools which did implement the programme had better maths results. Schools may be interested in ScratchMaths as an affordable way to cover aspects of the primary computing curriculum in maths lessons without any adverse effect on core maths outcomes. This trial, however, did not provide evidence that ScratchMaths is an effective way to improve maths outcomes

Risk Taking of Executives under Different Incentive Contracts: Experimental Evidence

Classic financial agency theory recommends compensation through stock options rather than shares to induce risk neutrality in otherwise risk averse agents. In an experiment, we find that subjects acting as executives do also take risks that are excessive from the perspective of shareholders if compensated through options. Compensation through restricted company stock reduces the uptake of excessive risks. Even under stock-ownership, however, experimental executives continue to take excessive risks—a result that cannot be accounted for by classic incentive theory. We develop a basic model in which such risk-taking behavior is explained based on a richer array of risk attitudes derived from Prospect Theory. We use the model to derive hypotheses on what may be driving excessive risk taking in the experiment. Testing those hypotheses, we find that most of them are indeed borne out by the data. We thus conclude that a prospect-theory-based model is more apt at explaining risk attitudes under different compensation regimes than traditional principal-agent models grounded in expected utility theory

Let's (not) talk about sex: The effect of information provision on gender differences in performance under competition

We study how gender differences in performance under competition are affected by the provision of information regarding rival’s gender and/or differences in relative ability. In a laboratory experiment, we use two tasks that differ regarding perceptions about which gender outperforms the other. We observe women’s underperformance only under two conditions: 1) tasks are perceived as favoring men and 2) rivals’ gender is explicitly mentioned. This result can be explained by stereotype-threat being reinforced when explicitly mentioning gender in tasks in which women already consider they are inferior. Omitting information about gender is a safe alternative to avoid women’s underperformance in competition.gender differences, competition, feedback information, gender perception, stereotype-threat