The Effect of Scratch Jr Programming on the Third Grade Students' Logical Reasoning Ability

• Main Authors: Chang,Kuei-Nei, 鄭貴內
• Other Authors: Hsu,Jih-Shin
• Format: Others
• Language: zh-TW
• Published: 2016
• Online Access: http://ndltd.ncl.edu.tw/handle/35370671477621972708

碩士 === 國立雲林科技大學 === 資訊管理系 === 104 === This thesis evaluates the influence of a programming and design course, utilizing Scratch Jr. software, on third grade students’ logical reasoning abilities. This study evaluates differences in students’ logical reasoning between the pretest and posttest and any correlations with the results of a learning attitude questionnaire. The results are as follows: First, significant differences between the experimental and control groups were found for one category of logical reasoning ability, hypothetical proposition, while no differences were found for the remaining categories. Second, analysis of variance revealed significant differences between low-achieving students in the experimental and control group for the logical reasoning category of first-order logic, with no significant differences found on the remaining categories or the total score. However, on average, the experimental group performed better than the control group, albeit at a non-significant level. Third, analysis of variance revealed significant differences between high-achieving students in the experimental and control group for the logical reasoning category of hypothetical proposition, with no significant differences found on the remaining categories or the total score. However, on average, the experimental group performed better than the control group, albeit at a non-significant level. Fourth, analysis of variance found no significant differences among small groups for the experimental class in any category of the Logical Reasoning Test. However, it was discovered that the third group, consisting of only female students, demonstrated a decline in scores between the pretest and posttest, while the first group, consisting only of boys, demonstrated the greatest progress. Thus, gender may have played a role in this experiment. Fifth, a statistically significant and positive moderate correlation was found between learning attitude and logical reasoning ability, suggesting that positive learning attitude may lead to improved performance in logical reasoning.