Date of Award

1985

Document Type

Thesis

Degree Name

Master of Arts in Education

Department

Education

First Advisor

Nancy Polette

Second Advisor

Diane Denney

Abstract

As a result of an interest in determining effective means of utilizing computers in education, this study was conducted to investigate the effects of programming instruction in the computer language of Logo on mathematical problem-solving skills. It was predicted that students who experienced instruction in Logo would achieve significant gains in mathematical problem-solving skills.

During the 1984-85 school year a sample of 30 third grade students from the Wentzville R-IV School District was randomly assigned to two groups. The first group participated in an after-school program where they received 12 one hour sessions of instruction in the turtle graphics portion of Logo, while the second group served as a control.

The mathematical problem-solving gains of the groups were compared. Pre-test data were obtained from spring SRA test results. Upon completion of the study, the subjects were administered the mathematical subtest concerning problem-solving of the SRA Achievement Test as a posttest measure. These pre- and posttest data were subjected to Student t-test using the .05 level of significance.

The results of the data analysis revealed no statistically significant difference between the experimental and control conditions. Therefore, the research hypothesis was rejected and the null hypothesis accepted. These results may have been inconclusive because of the time lapse between the pre-test (spring, 1984) and the beginning of the study (October, 1984). Other limitations considered were the small sample size, length of study, frequency of instruction, and a lack of instructor experience using the computer as a mode of presenting instruction. In view of these limitations, it was recommended that additional research be conducted to further evaluate the potential of Logo to facilitate problem-solving skills in mathematics.

Although the results of the data analysis were not significant and may be viewed as inconclusive, positive characteristics were observed which could benefit school districts in planning computer curriculum. Throughout the study, parents and students exhibited a high interest level in the after-school computer program. Not only were the subjects interested, but their computer skills were enhanced. They exhibited greater competence and confidence in their use of computers than non-participants of the study. This mode of presentation should be considered as a possibility when implementing computer instruction.

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