Iowa State University Capstones, Theses and Retrospective Theses and Dissertations Dissertations 1991 Guided instruction with Logo programming and the development of cognitive monitoring strategies among college students Mi Ok Cho Lee Iowa State University Follow this and additional works at: https://lib.dr.iastate.edu/rtd Part of the Curriculum and Instruction Commons, and the Educational Psychology Commons Recommended Citation Lee, Mi Ok Cho, "Guided instruction with Logo programming and the development of cognitive monitoring strategies among college students " (1991). Retrospective Theses and Dissertations. 9545. https://lib.dr.iastate.edu/rtd/9545 This Dissertation is brought to you for free and open access by the Iowa State University Capstones, Theses and Dissertations at Iowa State University Digital Repository. It has been accepted for inclusion in Retrospective Theses and Dissertations by an authorized administrator of Iowa State University Digital Repository. 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Ann Aibor, MI 48106 Guided instruction with Logo programming and the development of cognitive monitoring strategies among college students Mi Ok Cho Lee A Dissertation Submitted to the Graduate Faculty in Partial Fulfillment of the Requirements for the Degree of DOCTOR OF PHILOSOPHY Department: Curriculum and Instruction Major: Education (Curriculum and Instructional Technology) Approved: Signature was redacted for privacy. Signature was redacted for privacy. ijor Departm( Signature was redacted for privacy. For the Graduate College Iowa State University Ames, Iowa 1991 ii TABLE OF CONTENTS PAGE INTRODUCTION 1 Theoretical Background 5 Statement of Problem 12 Purpose of the Study 14 Research Questions 14 Hypotheses 15 Significance of the Study 17 Limitations 18 Definition of Terms 18 LITERATURE REVIEW 22 Introduction 22 Background of Logo Programming 22 Research on Logo Programming 28 Reasons for Conflicting Research Results on Logo Programming . 34 Metacognition and the Computer 40 Metacognition 40 Metacognitive Knowledge 43 Cognitive Monitoring 48 Logo-Based Instruction and Development of Cognitive Monitoring . 56 Model of Logo-Based Cognitive Monitoring Instruction 61 Summary 69 iii METHODOLOGY 72 Introduction 72 Sample 73 Research Design 77 Instructional Materials 85 Experimental Treatment 88 Test Instruments 95 Analysis of Data 109 RESULTS Ill Introduction Ill Analysis of Pre-Experimental Measures 112 Hypothesis One 114 Hypothesis Two 115 Hypothesis Three 117 Hypothesis Four 119 Hypothesis Five 121 Hypothesis Six 123 Hypothesis Seven 125 Results for the Basic Logo Comprehension Test 127 Auxiliary Findings 129 Summary 134 iv SUMMARY, DISCUSSION, IMPUCATIONS, AND RECOMMENDATIONS 139 Summary of Research Study 139 Discussion of the Study Results 148 Implications for Guided Instruction with Logo Programming .... 162 Recommendations for Further Research 166 Concluding Remarks 167 BIBUOGRAPHY 169 ACKNOWLEDGMENTS 188 APPENDIX A: SAMPLE BACKGROUND QUESTIONNAIRE 190 APPENDIX B: HOMOGENEITY OF SAMPLE BACKGROUNDS .... 194 APPENDIX C: A MODEL OF LOGO-BASED COGNITIVE MONITORING ACI'IVITIES 198 APPENDIX D: INSTRUCTION OUTLINE FOR LECTURE : EXPERIMENTAL GROUP 200 APPENDIX E INSTRUCTION OUTLINE FOR LECTURE : CONTROL GROUP 216 APPENDIX F: TRANSPARENCIES FOR INTRODUCTION TO COGNITIVE MONITORING 231 APPENDIX G: EXAMPLES OF GENERAL COGNITIVE MONITORING ACnVITY SHEETS : EXPERIMENTAL GROUP 239 APPENDIX H: INSTRUCTION OUTLINE FOR LABORATORY : EXPERIMENTAL GROUP 250 V APPENDIX I: INSTRUCTION OUTLINE FOR LABORATORY : CONTROL GROUP 262 APPENDIX J: STUDENT ACTIVITY SHEETS FOR LECTURE : EXPERIMENTAL GROUP 274 APPENDIX K: STUDENT ACTIVITY SHEETS FOR LECTURE : CONTROL GROUP 286 APPENDIX L- STUDENT ACTIVITY SHEETS FOR LABORATORY : EXPERIMENTAL GROUP 298 APPENDIX M: STUDENT ACTIVITY SHEETS FOR LABORATORY ; CONTROL GROUP 309 APPENDIX N: TRANSPARENCIES FOR EXAMPLES OF HOMEWORK ASSIGNMENT : EXPERIMENTAL GROUP 320 APPENDIX a TRANSPARENCIES FOR EXAMPLES OF HOMEWORK ASSIGNMENT: CONTROL GROUP 327 APPENDIX P: HOMEWORK ASSIGNMENT CRITERIA SHEETS : EXPERIMENTAL GROUP 333 APPENDIX Q: HOMEWORK ASSIGNMENT CRITERIA SHEETS : CONTROL GROUP 338 APPENDIX R; LOGO DECOMPOSING AND PLANNING TEST .... 343 APPENDIX S: LOGO ERROR IDENTIHCATION TEST 350 APPENDIX T: GENERAL DECOMPOSING TEST 358 APPENDIX U: GENERAL PLANNING TEST 363 APPENDIX V: GENERAL ERROR IDENTIHCATION TEST 368 APPENDIX W: BASIC LOGO COMPREHENSION TEST 373 vi LIST OF TABLES PAGE TABLE 1. Reliability coefficient of the Logo decomposing and planning test 101 TABLE 2. Reliability coefficient of the Logo error identification test . 102 TABLE 3. Reliability coefficient of the general decomposing test. .105 TABLE 4. Reliability coefficient of the general planning test 106 TABLE 5. Reliability coefficient of the general error identification test 108 TABLE 6. Comparisons of covariate variable means for treatment groups 113 TABLE 7. Comparisons of categorized variable fiequendes for treatment groups 113 TABLE 8. Wilks multivariate test of significance 114 TABLE 9. Means and standard deviations for the Logo decomposing test 115 TABLE 10. Analysis of covariance for the Logo decomposing test. .116 TABLE 11. Means and standard deviations for the Logo planning test. 117 TABLE 12 Analysis of covariance for the Logo planning test 118 TABLE 13. Means and standard deviations for the Logo error identification test 119 TABLE 14. Analysis of covariance for the Logo error identification test . 120 TABLE 15. Means and standard deviations for the general decomposing test 121 TABLE 16. Analysis of covariance for the general decomposing test. 122 vii TABLE 17. Means and standard deviations for the general planning test 123 TABLE 18. Analysis of covariance for the general planning test .... 124 TABLE 19. Means and standard deviations for the general error identification test 125 TABLE 20. Analysis of covariance for the general error iden^cation test 126 TABLE 21. Means and standard deviations for the multiple choice of basic Logo comprehension test 128 TABLE 22. Analysis of covariance for the multiple choice basic Logo comprehension test 128 TABLE 23. Stepwise multiple regression effect on the treatments of Logo instructional methodology 130 TABLE 24. Correlation matrix among covariates and dependent variables 136 TABLE 25. Correlation matrix for the seven covariates 137 TABLE 26. Correlation matrix for the six dependent variables 138 TABLE 27. Distribution of students by college major 195 TABLE 28. Distribution of students by gender 195 TABLE 29. Distribution of students by year in college 195 TABLE 30. Distribution of students by number of mathematics courses taken in high school 196 TABLE 31. Distribution of students by number of computer courses taken in either hi^ school or college 196 TABLE 32 Distribution of students by computer ownership 196 viii TABLE 33. Distribution of students by computer confidence scores . 197 TABLE 34. Means and standard deviations for the ACT scores 197 ix LIST OF HGURES PAGE FIGURE 1. Recursive cycle of cognitive monitoring 6 FIGURE 2. Two primary brandies of metacognition 42 FIGURE 3. Sequence of experimental study events 78 FIGURE 4. Instructor rotation and Logo units for lecture sections ... 80 FIGURE 5. Test administration period 84 FIGURE 6. Example of Socratic dialogues to elicit cognitive monitoring. 91 FIGURE 7. An example of Logo decomposing and planning problem . 99 FIGURE 8. An example of general decomposing problem 103 1 INTRODUCTION Current society is changing rapidly with an expansion of knowledge, information, and technology. People are increasingly required to become independent thinkers and creative problem solvers capable of using knowledge, information, and technology. These demands are increasing the need for teaching transferable higher-order thinking skills in schools.