The purposes of this study were (a) to determine if learning to program a computer in either BASIC or Logo improves the problem-solving skills of fifth grade students when compared to a control group that receives no programming instruction, and (b) to determine if learning to program a computer in Logo is more effective than learning to program in BASIC. Subjects were 132 fifth graders from two suburban elementary schools. Subjects in the BASIC treatment group received seven weeks (approximately 35 hours) of computer programming instruction using the Computer Challenge Guide. Subjects in the Logo group received the same amount of instruction using Logo in the Classroom. The New Jersey Test of Reasoning Skills was used as the pretest and posttest measure, and data were analyzed using the analysis of covariance procedure. Results indicated that learning to program in BASIC or Logo does not significantly improve problem-solving abilities of fifth grade students, as measured by the instrument used, when compared to a group that receives no programming instruction.
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