LOGO Based Instruction in Geometry
The objective of this pretest-posttest Quasi-Experimental Design study was to determine the effects of LOGO Based Instruction (LBI) compared to instruction by teacher lecture and pencil-and-paper activities on: (1) students' understanding of the concepts of point, ray, line, and line segment; (2) students' attitudes toward learning geometry, learning LOGO, and learning through LBI; and (3) students achievment on a researcher-made test on the concepts of point, ray, line, and line segment. Sixty-seven students in the seventh and eighth grades of a Cincinnati middle school made up an experimental group (18 females and 17 males; 27 black and 8 white) that received LBI and a control group (13 females and 19 males; 24 black and 8 white) that received instruction by teacher lecture. Analysis of covariance indicated that students taught with a LBI program scored significantly higher (p<.05) on the researcher-made posttest than the control group and showed significant differences (F=6.69-16.38, p<.05) in students' positive attitudes towards math/geometry, LOGO, and LBI in favor of the experimental group. Tape recorded interviews of 32 students, 16 from each group, were analyzed to determine the conceptualization of the four geometry concepts. All students were on van Hiele Level 1 before treatment. After treatment, 14 students from the experimental group reached Level 3 and 1 student from the control group reached Level 2, indicating a significant difference (p<.05) in favor of the experimental group in terms of gain in van Hiele levels. LBI for learning and teaching geometry at the secondary school level was found to be an effective method. (MDH)
Yusuf, M.M. LOGO Based Instruction in Geometry.
Cited ByView References & Citations Map
Ping-Yu Chiang, Chun-Hsien Lee, Szu-Hua Lin, Cheng-Yu Fan, Yen-Hua Chen & Gwo-Dong Chen, National Central University, Taiwan
EdMedia + Innovate Learning 2018 (Jun 25, 2018) pp. 1269–1274
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