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A replicated experiment for evaluating the effectiveness of pairing practice in PSP education

机译：在PSP教育中评估配对实践有效性的重复实验

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Background: Handling large-sized classes is one of the major challenges in Personal Software Process (PSP) education in a tertiary education environment. We applied a pairing approach in PSP education and managed to mitigate the size challenge without sacrificing education effectiveness, which has been verified in an experiment in 2010 (PSP2010). However, there are several issues (e.g., mutual interference among student pairs, confusing evaluation comments, untraceable corrections, etc.) existing in this experiment, which may create mist towards proper understanding of the education approach. Objective: In order to address the identified issues and better understand both pros and cons of the pairing approach, we replicated the experiment in 2014. Method: With new lab arrangement and evaluation mechanism devised, the replication (PSP2014) involved 120 students after their first academic year, who were separated into two groups with 40 pairs of students in one group and 40 solo students in the other. Results: Results of the replication include: 1) paired students conformed process discipline no worse (sometime better) than solo students; 2) paired students performed better than solo students in the final exam; 3) both groups spent comparable amount of time in preparing submissions; 4) both groups performed similar in size estimation and time estimation of the course assignments; 5) the quality of the programs developed by paired students is no less (sometime better) than solo students. Conclusion: The replication together with the original study confirms that, as an education approach, the pairing practice could reduce the amount of submissions required in a PSP training without sacrificing (sometime improving) the education effectiveness.
机译：背景：在高等教育环境中，处理大型课程是个人软件过程（PSP）教育中的主要挑战之一。我们在PSP教育中采用了配对方法，并设法在不牺牲教育效果的情况下减轻了规模挑战，这一点已在2010年的一项实验中得到验证（PSP2010）。但是，此实验中存在几个问题（例如，学生对之间的相互干扰，令人困惑的评估意见，无法追踪的更正等），可能会导致对正确理解教育方法的迷惑。目的：为了解决已发现的问题并更好地了解配对方法的优缺点，我们在2014年重复了该实验。方法：通过设计新的实验室安排和评估机制，复制（PSP2014）首次涉及120名学生一学年，他们被分成两组，一组中有40对学生，另一组中有40个人。结果：复制的结果包括：1）配对的学生遵守过程纪律，不比单独的学生差（有时更好）； 2）结对的学生在期末考试中的表现优于独奏； 3）两组在准备提交书上花费的时间相当； 4）两组在课程分配的大小估计和时间估计上执行相似的工作； 5）配对学生开发的课程的质量不比单独学生低（有时更好）。结论：与原始研究一起进行的重复研究证实，作为一种教育方法，配对实践可以减少PSP培训所需的提交数量，而不会牺牲（有时会提高）教育效果。

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