Th e eff ect of Logo programming language on problem solving skills was investigated in this study. Eighty-fi ve fi ft h-grade students were assigned to either an experimental or control Logo group. Th ey were pre-tested to assess baseline receptiveness to fi gural and logical word problem-solving skills. Aft er eight weeks of learning, the Logo experimental group had signifi cantly higher scores than the control group on the problem-solving skills tests (assessing both fi gural and logical word problem-solving skills). Th e result revealed signifi cant diff erences in the fi gural problem-solving skill between the Logo experimental and control groups. An implication was that Logo programming exercised skills are more critical and relevant to the fi gural problem-solving skill. Possible alternative explanations and suggestions are provided for future research endeavors.
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Pardamean et al. (2015) studied this question.