Pupils reported generally positive perceptions of learning two-dimensional shape properties with Logo¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? In the experimental group, 88.9% of pupils reported being happy using Logo and understanding the properties of 2D shapes; 72.2% reported thinking creatively, while only 27.8% agreed Logo took longer. → Boo Jia Yi 2016
Evidence¶
Boo Jia Yi 2016¶
Boo Jia Yi, Leong Kwan Eu. (2016). Effect of Using Logo on Pupils' Learning in Two-Dimensional Shapes. Malaysian Online Journal of Educational Technology, 4(3). https://eric.ed.gov/?id=EJ1106476
q2 · i? · causal · r1
Descriptive analysis of a 10-item dichotomous questionnaire completed by the 18 experimental-group pupils after treatment. Frequencies and percentages are reported in Table 4; no inferential test or effect size is printed.
"Majority of pupils (88.9%) showed that they were very happy when using Logo and were also able to understand the properties of 2D shapes using Logo. About 72.2% of pupils agreed that they were able to think creatively when constru cting the 2D shapes using Logo."
Discussion¶
Related Claims¶
- Year 4 pupils taught two-dimensional shape properties with Logo outperformed a traditionally taught control group on the post-test — related
- Embodied collaborative construction can build shared geometric reasoning — related
Page metadata
| Field | Value |
|---|---|
status |
review |
generated |
by process:wiki-ingest on 2026-11-01 |
trust |
unverified — no one has confirmed this page's content |
Frontmatter is the page's machine-readable record — see the Schema & Guide.