LOGO Programming Language in a Mexican Primary School: Relationships to Cognition, Geometric Skills, and Computer Attitudes
Daniel Clark Orey · UNM’s Digital Repository (University of New Mexico) · 1988
The purpose of this study was to determine if elementary school children who have been trained in the use of Logo programming language differ significantly from elementary school children without Logo training in cognitive abilities, computer attitudes, and geometric attainments. Participants in the study were 56 third grade students at the American School of Puebla in the city of Puebla, Mexico. Sixteen Apple Ile computers and Terrapin Logo software in the Primary School's computer lab facilities were used in the study. Three pretest/posttest instruments were used: the Structure of Intellect Learning Abilities Test, a computer attitudes survey, and a test of geometric attainments. In terms of cognitive, evaluative, and convergent thinking processes and attitudes toward computer use, this one computer experience proved no more effective than regular math instruction. Findings of this did indicate that Logo can be an appropriate software choice for creating learning environments that encourage divergent thinking. However, if values state that students need to learn more concrete mathematical concepts or skills, then traditional instruction can be said to be just as effective.