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Thirty-six mixed-ability Year 4 pupils from a primary school in Pahang, Malaysia participated in a quasi-experimental design. An experimental group received instruction using Logo, while a control group used traditional teaching. Achievement differences were measured through pre-tests and post-tests, and pupils’ perceptions were assessed via a close-ended questionnaire. Results indicate improved learning performance and positive perceptions toward Logo-based instruction.",{"@graph":69,"@context":123},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/effect-of-using-logo-on-pupils-learning-in-two-dimensional-shapes/268928/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/effect-of-using-logo-on-pupils-learning-in-two-dimensional-shapes/268928.png","ImageObject",300,407,{"name":92,"@type":93},"Dipper","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-20","2026-09-15",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",12,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"What was the purpose of the study?","Question",{"text":113,"@type":114},"To determine the effect of using Logo on pupils’ learning of the properties of two-dimensional shapes.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"How was the study conducted?",{"text":118,"@type":114},"A quasi-experimental design involved 36 mixed-ability Year 4 pupils, with an experimental group taught using Logo and a control group taught using traditional methods.",{"name":120,"@type":111,"acceptedAnswer":121},"How were learning outcomes and perceptions measured?",{"text":122,"@type":114},"Achievement was measured using pre-tests and post-tests, while pupils’ perceptions were measured using a questionnaire with close-ended items.","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},268928,1789439044,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":52,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":130,"read_time":144},1374404997633,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Effect of Using Logo on Pupils’ Learning in Two-Dimensional Shapes  \nBoo Jia Yi [1] Leong Kwan Eu [2]  \n[1] Faculty of Education University of Malaya [yi_106@siswa.um.edu.my](yi_106@siswa.um.edu.my)  \n[2] Faculty of Education University of Malaya[rkleong@um.edu.my](rkleong@um.edu.my)  \nABSTRACT  \n\n| \u003Cbr>The integration of technology in mathematics instruction is an important step in the 21st century learning style. At the primary level, some studies have explored how technology could help in mathematics learning. The purpose of this study is to determine the effect of using Logo on pupils’ learning of the properties of twodimensional shapes. A total of 36 mixed ability Year 4 pupils from a primary school in Pahang, Malaysia participated in this study using the quasi experimental research design. The experimental group was taught using Logo while the control group was taught with the traditional method. The difference in achievement between the experimental group and control group was measured by pre-test and post-test. Results showed that the experimental group students performed better than the control group. Pupils’ perception toward using Logo was measured by using a questionnaire with close-ended items. The findings of this study indicated that using Logo improved pupils’ understanding of twodimensional shapes. In addition, pupils have positive perception toward learning the properties of two-dimensional shapes using Logo. |\n| --- |\n| Logo; effect; properties; two-dimensional shape; primary\u003Cbr>Keywords:\u003Cbr>mathematics |\n\nINTRODUCTION  \nIn 21st century learning, technology integration in the teaching and learning process is essential as it stimulates the critical and logical thinking capabilities of pupils (Idris, 2006) . Technology use in the teaching and learning process will help pupils learn at their own pace, with teachers acting as facilitators rather than direct content providers (Ministry of Education, 2000) . According to Noeth and Volkov (2004) pupils learn faster with greater retention using current technology. However, without the use of technology this could affect students learning and achievement in the classroom (Al-Bataineh & Brooks, 2014) .  \nTechnology should be a tool to help educators meet the educational needs of all children. The idea that technology is an essential tool for teaching and learning mathematics has also been supported by the National Council of Teachers of Mathematics (2000) . Educators also play a significant role in facing the enormous challenges in mathematics education especially in integrating the useful dynamic educational software into the teaching and learning process to help provide useful learning resources to pupils. The challenge is even more complex in the teaching and learning of disciplines such as mathematics, where teachers have to balance the use of mental, paper-and-pencil and digital tools in both teaching and assessing activities involving abstract mathematical concepts, often difficult to understand for pupils (Prietor, Juanena,& Star, 2014) . Some examples of dynamic educational software used in mathematics instruction include Geometers Sketchpad (GSP), TinkerPlots, Logo Programming Language, GeoGebra, graphic calculator and soon. Further, Noraini Idris (2006) also stated that in mathematics, most topics would need to be aligned to  \nnew technologies and innovations so that the pupils can function with optimal advantage with their surroundings. The use of dynamic educational software will change how students learn and teachers teach in the mathematics classroom.  \nRecently, the usage of Logo has created additional challenges and opportunities in the mathematics classroom. Research has shown that the programming language, Logo, originally was developed as a conceptual framework for understanding children’s construction of knowledge about mathematics and problem solving (Clements & Meredith, 1992; Liu & Cummings, 2008; Papert, 1980) . According to Papert (1980), Logo","cbCaibqInkOWwbcQ","https://ap.wps.com/l/cbCaibqInkOWwbcQ","pdf",840025,"English","# Introduction\n## Need of Study","[{\"question\":\"What was the purpose of the study?\",\"answer\":\"To determine the effect of using Logo on pupils’ learning of the properties of two-dimensional shapes.\"},{\"question\":\"How was the study conducted?\",\"answer\":\"A quasi-experimental design involved 36 mixed-ability Year 4 pupils, with an experimental group taught using Logo and a control group taught using traditional methods.\"},{\"question\":\"How were learning outcomes and perceptions measured?\",\"answer\":\"Achievement was measured using pre-tests and post-tests, while pupils’ perceptions were measured using a questionnaire with close-ended items.\"}]","Effect of Using Logo on Pupils’ Learning in Two-Dimensional Shapes | PDF",25]