Evaluation of a Logo computer curriculum for upper level elementary school students

dc.contributor.author Blaustein, Marilyn
dc.contributor.department Education
dc.date 2018-08-17T10:06:21.000
dc.date.accessioned 2020-07-02T06:04:00Z
dc.date.available 2020-07-02T06:04:00Z
dc.date.copyright Wed Jan 01 00:00:00 UTC 1986
dc.date.issued 1986
dc.description.abstract <p>With the proliferation of computers in the elementary schools, evaluation of computer curricula has become increasingly important. One of the purposes of this study was to test a causal model that attempted to identify factors related to upper elementary school students' attitudes and performance using the computer programming language Logo. Factors considered included student entry characteristics, attitudes toward the computer experience, subjective and objective measures of achievement, as well as sex and grade. A secondary area of emphasis was the effect of sex on attitudes, experiences and performance using the Logo language. The model was operationalized using measures derived from three questionnaires and an objective test administered to students enrolled in classes in three schools were Logo was implemented;Results of this study lent empirical support to several of the hypothesized causal linkages in the model and the initial 34 indicator path model was reduced to 24 indicators. Performance on the objective test was directly related to the combined influence of entry characteristics, post-Logo attitudes and perceptions and self-evaluation which accounted for 28 percent of the variance. The contribution of sex and grade was not supported. One of the best predictors of performance on the bivariate and multivariate level was total mathematics score on the Iowa Tests of Basic Skills which increased explained variation to 39 percent despite a reduced sample size. Self-evaluation of Logo competencies was explained by the combined influence of entry characteristics and post-Logo attitudes and behaviors, which collectively accounted for 50 percent of the variance. Explanation of post-Logo attitudes and perceptions and entry characteristics were generally weak;While no differences were found between males and females on either performance measure, the study lent some support to the hypothesis of sex differences. Males tended to have more computer experience prior to Logo and their attitudes toward computers, attitudes and perceptions of the Logo experience and self-evaluation of performance were generally more positive;This was an initial attempt to identify and test factors that influence attitudes toward and performance with Logo. Future study is needed to refine the model.</p>
dc.format.mimetype application/pdf
dc.identifier archive/lib.dr.iastate.edu/rtd/7981/
dc.identifier.articleid 8980
dc.identifier.contextkey 6328560
dc.identifier.doi https://doi.org/10.31274/rtd-180813-12941
dc.identifier.s3bucket isulib-bepress-aws-west
dc.identifier.submissionpath rtd/7981
dc.identifier.uri https://dr.lib.iastate.edu/handle/20.500.12876/80918
dc.language.iso en
dc.source.bitstream archive/lib.dr.iastate.edu/rtd/7981/r_8615028.pdf|||Sat Jan 15 01:57:03 UTC 2022
dc.subject.disciplines Educational Assessment, Evaluation, and Research
dc.subject.keywords Professional studies in education
dc.subject.keywords Education (Research and evaluation)
dc.subject.keywords Research and evaluation
dc.title Evaluation of a Logo computer curriculum for upper level elementary school students
dc.type article
dc.type.genre dissertation
dspace.entity.type Publication
thesis.degree.level dissertation
thesis.degree.name Doctor of Philosophy
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