COMPUTATIONAL THINKING AND PAIR PROGRAMMING: A SYSTEMATIC REVIEW

Abstract

There has been a growing interest in the combined techniques of Pair Programming (PP) and Computational Thinking (CT) due to its potential in enhancing problem-solving skills and fostering collaborative learning environments. While there is a growing body of literature on CT and PP, a systematic synthesis is essential to identify trends, gaps, and methodological nuances. This review addresses the need for a consolidated analysis beyond individual studies to offer a comprehensive analysis of the effects of PP and CT in educational circumstances. Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines are adhered to by the review to ensure a rigorous and transparent methodology. An advanced searching technique is employed, utilizing CT and PP as keywords, to systematically explore the Scopus as well as Web of Science (WoS) databases. Subsequently, the inclusion and exclusion criteria are applied systematically to identify relevant studies, and a thorough quality assessment is conducted. The results present a synthesized overview of the literature, categorizing findings into two main themes derived from expert validation, which are (1) CT and PP in Primary and Elementary Education and (2) CT and PP in Middle and Secondary Education. In conclusion, this systematic review explores the integration of CT and PP in educational settings, offering valuable insights for educators, researchers, and policymakers, emphasizing the importance of systematic approaches.