A Study of the Influence of Logo on Locus of Control, Attitudes toward Mathematics, and Problem-Solving Ability in Children in Grades 4, 5, 6

This study was designed to determine the influence of the Logo computer environment on locus of control, attitudes toward mathematics, and problem-solving ability. An experimental design was employed to test whether students in grades 4, 5, 6 who studied Logo showed more positive attitudes toward mathematics and scored higher on locus of control measures than a control group. The intact non-equivalent control group design was employed. The experimental group of 174 youngsters studied Logo for 12 weeks. Ninety-eight youngsters comprised the control group. Differences between groups pre and post Logo training were tested using two instruments, A Study of Attitude toward Arithmetic and the Intellectual Achievement Responsibility Questionnaire. Interactions of pretest and posttest scores with group, sex and grade were examined using analyses of variances (ANOVAS); pretest and posttest differences were tested within various group, sex and grade level combinations. Logical thinking and problem solving skills of youngsters who studied Logo were examined separately with several observational data gathering methods. There were significant (p \u3c .01) test-retest differences in attitudes toward arithmetic between groups by sex. A subgroup analysis revealed that boys’ attitudes improved significantly after studying Logo while girls\u27 attitudes declined. No changes in attitude were shown in the control group. No significant differences were shown in locus of control measures between groups. However, a test-retest analysis revealed that boys and girls in the experimental group increased their scores. No significant differences were shown in locus of control measures between groups. However, a test-retest analysis revealed that boys and girls in the experimental group increased their scores (p \u3c. 01 and p \u3c .05, respectively) as did girls in the control group (p \u3c. 01). Boys in the control group showed no change in test-retest scores. Observational research revealed that Logo did not significantly improve problem-solving abilities even though most children enjoyed the computer and found Logo fun. Different social organizational patterns were shown between boys and girls in their willingness to spend free time on the computer and in their response to making errors. Teachers expressed reservations about how much learning actually occurred and felt that a comprehensive curriculum and more and better inservices were necessary. It is recommended that research be conducted to find ways in which Logo can be used to benefit children of both sexes