ABSTRACT
The microcomputer is fast becoming a standard fixture in secondary schools. Some schools stress basic literacy and computer-assisted instruction, but many are offering programming instruction at elementary, middle, and high school levels. Some proponents of programming instruction claim that improved problem-solving ability is a natural outcome of programming instruction (e.g., Papert, 1980). Significant relationships have been found between achievement of college students in introductory programming classes and (a) ability to solve algebra word problems (Soloway, Lochhead, & Clement, 1982), and (b) general problem-solving ability (Nowaczyk, 1984). While there is some tentative evidence of gains in problem-solving ability as a result of instruction in computer programming, these studies are not conclusive.
