At-Computer Programming Success of Third-Grade Students

Abstract

Two studies were conducted to investigate third graders’ ability to do computer programming tasks in graphics environments. Students in the first study were from an urban public school and a selective private school. Students were randomly placed in either Logo or BASIC groups. After teacher-directed instruction, they were given problems to solve at the computer. Their success at solving these problems was rated. The second study was similar to Study 1, except that the subjects were from two urban public schools and used only Logo. The second study also compared the students’ success at solving programming tasks involving a single shape (simple tasks) and those involving more than one shape (complex tasks). It also investigated the relationship between at-computer programming success and achievement test scores. The results were that students in both the BASIC and Logo groups were only moderately successful in solving simple problems—those involving a single line or shape. The students were significantly less successful with simple programming tasks than they were with more complex tasks (those tasks involving more than one shape). Mathematics achievement was the best predictor of total at-computer programming success and success with the more complex programming tasks.

Keywords:

• programming
• logo
• BASIC
• problem solving
• achievement