This study examined the effects of systematic computer programming and problem-solving instruction on problem-solving skills and attitudes. Two hundred seventy-two elementary and junior high students were exposed to one of four computer programming and problem-solving treatments for a period of twenty weeks. Elementary students received programming instruction in Logo, while junior high students studied BASIC. Results indicated that computer programming alone was ineffective in teaching problem solving. However, when paired with systematic problem-solving instruction, learners demonstrated significant learning gains.
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