Dissertation/ Thesis
Effects of integrating a Logo program into elementary fourth-grade mathematics
| Τίτλος: | Effects of integrating a Logo program into elementary fourth-grade mathematics |
|---|---|
| Συγγραφείς: | Bahrami, Sorena |
| Στοιχεία εκδότη: | Memorial University of Newfoundland, 2025. |
| Έτος έκδοσης: | 2025 |
| Θεματικοί όροι: | Logo (Computer program language)--Study and teaching (Elementary), computational thinking, problem solving, Problem solving--Study and teaching (Elementary), logo programming, Computer logic--Study and teaching (Elementary), geometry education, Mathematics--Study and teaching (Elementary), elementary mathematics, Geometry--Study and teaching (Elementary) |
| Περιγραφή: | Despite the growing importance of computational thinking (CT) in modern education, it remains underemphasized in elementary mathematics, where traditional teaching methods can be ineffective for teaching abstract geometric concepts. This study investigated the effectiveness of Logo programming in enhancing fourth-grade students' geometric understanding and computational thinking abilities. A quasi-experimental, pre-test/post-test control group design was employed with a sample of 39 fourth-grade students from an urban public school in Iran; the experimental group (n=20) participated in a nine-session LogoLogo intervention, while the control group (n=19) followed the standard curriculum. Paired-sample t-tests on pre- and posttest data revealed that the experimental group made statistically significant improvements across a majority of the measured tasks (p < .05). Furthermore, an Analysis of Covariance (ANCOVA) showed no significant gender-based differences in learning outcomes. The findings indicate Logo is an effective tool for improving students' geometric reasoning and problem-solving skills. However, the study9s limitations include a small sample from a single school and a short-term intervention, which impact the generalizability of the results. Nevertheless, this study provides empirical support for the broader adoption of constructivist programming environments in early education. |
| Τύπος εγγράφου: | Master thesis |
| Γλώσσα: | English |
| DOI: | 10.48336/192 |
| Αριθμός Καταχώρησης: | edsair.doi...........1e66d2263a3f9364367fccb933e0d7f6 |
| Βάση Δεδομένων: | OpenAIRE |
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