Longitudinal Study of the Effects of Logo Programming on Cognitive Abilities and Achievement

1987 ◽  
Vol 3 (1) ◽  
pp. 73-94 ◽  
Author(s):  
Douglas H. Clements
Keyword(s):  
Cognitive Abilities ◽  
First Grade ◽  
Matter Content ◽  
Computer Assisted ◽  
Problem Solving Skills ◽  
Delayed Effects ◽  
Logo Programming ◽  
Teaching Problem ◽  
Assisted Instruction ◽  
Subject Matter Content

The Logo computer language was developed to serve as a conceptual framework for teaching problem-solving skills and subject-matter content. As such, its effects may not be immediate and direct, but delayed and diffusive. This study investigated the delayed effects of Logo programming on the cognitive abilities and achievement of primary grade children. Eighteen first grade children were pretested, randomly assigned to Logo computer programming or computer-assisted instruction treatments (3 months duration), and tested on achievement and cognitive abilities eighteen months following the end of the training (i.e., near the beginning of their third grade year). After the tests had been commercially scored, children's responses were analyzed item by item. Based on these analyses, questions were planned and the children were interviewed five months after the administration of the tests. Results indicated that Logo programming affected certain areas of cognitive functioning and achievement; however, the analyses and interviews demonstrated that these effects were not simple or straightforward.

scholarly journals Teacher and Student Evaluations of Project-Based Instruction

2002 ◽  
Vol 19 (2) ◽  
pp. 52 ◽  
Author(s):  
Gulbahar Beckett
Keyword(s):  
Second Language ◽  
General Education ◽  
Matter Content ◽  
Systematic Research ◽  
Esl Teachers ◽  
Problem Solving Skills ◽  
Teachers And Students ◽  
Based Instruction ◽  
Student Independence ◽  
Subject Matter Content

Project-based instruction has gained some popularity in general education and in second-language (L2) education. However, a review of the literature shows discrepancies between teachers' and students' evaluations of this activity. For example, general education teachers and students find that project-based instruction creates opportunities for in-depth learning of subject-matter content, which fosters student independence and problem-solving skills. However, English as a Second Language (ESL) teachers' and students' evaluations show mixed results. Although some anecdotal reports and one systematic research study show ESL teachers endorsing project-based instruction because it provides opportunities for comprehensible output and integrated language teaching, there is evidence that ESL students and at least one ESL teacher are frustrated by this form of instruction. These students felt that project-based instruction prevented them from learning from the teacher and textbooks and from focusing on language skills. The ESL teacher felt a loss of student respect and noted a drop in student attendance. These discrepancies are discussed from philosophical, cultural, and linguistic perspectives. Recommendations for research and pedagogy are proposed. For example, it is suggested that a framework be developed to aid ESL teachers in assisting their multicultural students to understand the benefits of project-based instruction in L2 learning.

scholarly journals Efforts to Improve Problem Solving Skills and Critical Thinking Skills Through Problem-Based Integrated Computer Assisted Instruction (CAI) in Vocational Education

2021 ◽  
Vol 4 (4) ◽  
pp. 111-117
Author(s):  
Rizky Ema Wulansari ◽  
Rahmat Azis Nabawi
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
Problem Solving Skills ◽  
Research Hypothesis ◽  
Assisted Instruction

Based on research conducted by PISA, the ability to solve problems and think critically of Indonesian students is still below the average score set by PISA. Problem based learning is one of the learning models recommended by the Ministry of Education and Culture to be applied in improving these abilities. However, the lack of problem-based learning that has been applied so far is the lack of use of media that can be used as support in learning activities, resulting in inconsistencies in the impact of problem-based learning in improving student skills. The importance of these skills for students to have in this era of the industrial revolution 4.0, makes educators have to be more creative and innovative in implementing learning. Therefore, this study aims at seeing efforts to improve problem solving skills and critical thinking skills through problem based integrated computer assisted instruction (CAI). This study used a quasi-experimental pre-test and post-test control group design. The population in this study were undergraduate students of Mechanical Engineering Education, Padang State University. The instrument used in this research is a questionnaire which is used to see students' problem solving and critical thinking skills. The data analysis technique in this study is in accordance with the research hypothesis, where research hypotheses 1 and 2 use independent sample t-test and research hypothesis 3 uses MANCOVA. The research covered by his study is in line with higher education's continuing search for effective SCL approaches

The Impact of a Year of Computer Assisted Instruction on the Development of First Grade Learning Skills

1998 ◽  
Vol 18 (4) ◽  
pp. 369-386 ◽  
Author(s):  
Ruth Ann Erdner ◽  
Rebecca F. Guy ◽  
Andrew Bush
Keyword(s):  
Reading Skills ◽  
First Graders ◽  
First Grade ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
Significant Treatment ◽  
Main Effect ◽  
Quasi Experimental ◽  
Assisted Instruction ◽  
The Impact

This study seeks to examine the effects of computer assisted instruction on the reading achievement of first graders. Two hypotheses were tested. The first is that computer assisted instruction improves first graders' development of reading skills as measured by the CTBS Form U Level B. The second is that this development depends upon student sex. A quasi-experimental design was used to compare one group of first graders whose reading lessons were supplemented with CAI to a group of first graders whose reading lessons were not. A treatment by sex ANOVA on change in reading skills demonstrated a significant treatment (CAI versus control) main effect. Results from planned comparisons of treatment differences by sex demonstrated that statistically significant gains were sex specific with only males exhibiting a significant average increase when exposed to CAI. Although females exposed to CAI also tended toward greater gain in the sample, the magnitude of their gain was not statistically significant. The implications of these findings are discussed.

scholarly journals Development of Problems-Based Computer Assisted Instruction on Waste Material and Its Effect on Students Problem Solving Ability

2019 ◽  
Vol 3 (1) ◽  
pp. 11-19
Author(s):  
Iyoh Maspiroh ◽  
Bambang Subali
Keyword(s):  
Problem Solving ◽  
Waste Material ◽  
Computer Assisted Instruction ◽  
Traditional Learning ◽  
Computer Assisted ◽  
Problem Solving Skills ◽  
Significance Level ◽  
Practice Problem ◽  
Biology Learning ◽  
Assisted Instruction

This study aimed to develop problems-based computer-assisted instruction in biology learning on waste material and its effectiveness on the ability of learners to solve the problem. This research was adapted from the model of development that includes ADDIE analyze, design, develop, implement, and evaluate. Test subjects in this study were the students of grade X at SMA Negeri 1 Magelang. Data were collected through questionnaires, observations, and test of problem-solving skills. The results showed that computer-assisted instruction effectively used to practice problem-solving. This was seen in the mode and the mean on experimental class higher than the control class. It was also seen at Anacova test followed by t-test at the 0.05 significance level result that media used in the experimental class were able to show better achievement than traditional learning in control class.

An Intelligent Tutor-Assisted Mathematics Intervention Program for Students With Learning Difficulties

2016 ◽  
Vol 40 (1) ◽  
pp. 4-16 ◽  
Author(s):  
Yan Ping Xin ◽  
Ron Tzur ◽  
Casey Hord ◽  
Jia Liu ◽  
Joo Young Park ◽  
...  
Keyword(s):  
Problem Solving ◽  
Intervention Program ◽  
The United States ◽  
Computer Assisted ◽  
Students With Learning Disabilities ◽  
Mathematics Intervention ◽  
Problem Solving Skills ◽  
Mathematics Standards ◽  
Assisted Instruction ◽  
Intelligent Tutor

The Common Core Mathematics Standards have raised expectations for schools and students in the United States. These standards demand much deeper content knowledge from teachers of mathematics and their students. Given the increasingly diverse student population in today’s classrooms and shortage of qualified special education teachers, computer-assisted instruction may provide supplementary support, in conjunction with the core mathematics instruction, for meeting the needs of students with different learning profiles. The purpose of this study was to explore the potential effects of the Please Go Bring Me-Conceptual Model-Based Problem Solving (PGBM-COMPS) intelligent tutor program on enhancing the multiplicative problem-solving skills of students with learning disabilities or difficulties in mathematics.

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