Main Article Content
The purpose of this research was to develop learning activities and compare pretest and posttest scores and student satisfaction with pair programming learning activities using a collaborative web development tool to enhance undergraduate students' web programming achievement. The sample group were 39 undergraduate students majoring in a computer education program at Nakhonpathom Rajabhat University who were selected using purposive sampling. The research tools were learning activities and a learning plan, a collaborative web development tool, a pretest and posttest, and a student satisfaction evaluation. The statistics for data analysis were mean, standard deviation, and t-test for dependent variables. The research study revealed that the pair programming learning activities consisted of a preparation stage for preparing students; a learning activity stage for learning with a collaborative web development tool; and an evaluation stage for evaluating student learning achievement and student satisfaction. The appropriateness of learning activities was found to be at the great level (=4.64, S.D.=0.51). When the pretest and posttest were compared, it was found that the average mean scores on the posttest (=31.49, S.D.=6.30) were significantly higher than those of the pretest (=16.44, S.D.=4.29) at the 0.01 level. Student satisfaction was at the great level (=4.65, S.D.=0.51).
"The opinions and contents including the words in papers are responsibility by the authors."
"ข้อคิดเห็น เนื้อหา รวมทั้งการใช้ภาษาในบทความถือเป็นความรับผิดชอบของผู้เขียน"
 Partnership for 21st century learning. 2017. Framework for 21st Century Learning. Retrieved April 2, 2017, from https://www.p21.org/our-work/p21-framework
 Preston, D. 2005. Pair programming as a model of collaborative learning: a review of the research. Journal of Computing Sciences in colleges, 20(4), pp. 39-45.
 Beck, K. 1999. Extreme programming explained: embrace change. Massachusetts: Addison-Wesley Longman Publishing.
 Preston, D. 2006. Using collaborative learning research to enhance pair programming pedagogy. ACM SIGITE Newsletter, 3(1), pp. 16-21.
 The National Center for Women & Information Technology. 2017. Pair Programming-in-a-Box: The Power of Collaborative Learning. Retrieved April 5, 2017, from https://www.ncwit.org/resources/ pair-programming- box-power-collaborative-learning
 Nan, I., Kau, B., & Rugelj, J. 2008. Pair programming as a modern method of teaching computer science. International Journal of Emerging Technologies in Learning (iJET), (3), pp. 45-49.
 Lee, R., & Ahlswede, T. 2007. Evaluating the usefulness of pair programming in a classroom setting. In Computer and Information Science, 2007. In 6th IEEE/ACIS International Conference, pp. 302-308.
 Kongcharoen, C., & Hwang, W. Y. 2015. A study of pair-programming configuration for learning computer networks. In Ubi-Media Computing (UMEDIA) International Conference, pp. 369-375.
 Seyam, M., et al. 2016. Teaching mobile application development through lectures, interactive tutorials, and Pair Programming. In Frontiers in Education Conference (FIE), pp. 1-9.
 Zacharis, N. 2009. Evaluating the effects of virtual pair programming on students’ achievement and satisfaction. International Journal Of Emerging Technologies In Learning (IJET), 4(3),pp. 34-39.