Effect of LOGO-Based Instruction on the Development of Geometric Performance and Spatial Visualization Ability among Fourth Elementary Class Students

Abstract

This study aimed to investigate the effect of teaching through the use of LOGO programming language on the development of geometric performance and spatial visualization on fourth elementary class students. To this end, the researcher prepared the following tools: a performance test for identifying the level of geometric performance of two-dimensional geometric shapes among fourth elementary class students and Paul Newton and Helen Bristoll Spatial Ability Test involving the spatial visualization. The researchers relied on the quasi-experimental approach and followed the two equivalent-groups design with pre- and post-repeated applications. The study was applied to a 53-subject group of fourth class elementary students from Al-Safarat Elementary School in Riyadh city. The sample was divided into two subgroups using the Simple Random Sample method. Upon applying the study experiment and statistical treatment of data, results indicated that there were statistically significant differences between the experimental and control groups as regards the average performance of two-dimensional geometric shapes concepts, generalizations and spatial visualization ability in favor of the experimental group. In view of the findings, some recommendations were offered.