Year 4 pupils taught two-dimensional shape properties with Logo outperformed a traditionally taught control group on the post-test¶

Claim · All claims
Evidence · 1 study · causal r1 · q2 · i3 large
Currency · newest study 2016 · checked against its sources 2026-11-01 (automated, 1 of 1 entry) · 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 i3 The experimental (Logo) group scored significantly higher than the control group on the post-test of two-dimensional shape properties, with a large effect size of 2.17. → 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 · i3 · causal · r1

Non-equivalent quasi-experiment with 18 pupils per group; independent samples t-test on post-test scores. Experimental group M = 73.28 (SD = 5.92) vs control M = 60.06 (SD = 6.23); "t(34) = 6.23, p < .05". The article reports effect size (2.17) as large by Cohen's (1988) criteria.

"The independent t-test found statistically significant difference in post -test mean scores between the control and experimental group, t(34) = 6.23, p < .05). Thus the null hypothesis that the post-test mean scores were not different can be rejected; pupils in the experimental group performed better than the control group."

Discussion¶

Learner Variables¶

Geometric Reasoning — outcome: instruction changes it

Students taught with the animation model significantly outperformed traditionally taught control students on the ATP generation post-test — a narrower finding that bears on this claim
Pupils reported generally positive perceptions of learning two-dimensional shape properties with Logo — related
Before treatment, the Logo and control groups showed no statistically significant difference in achievement on two-dimensional shapes — related
Before treatment, the CBI and FII groups showed no significant difference in mathematics achievement — related

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