Predicting 9th grade students’ geometry achievement: contributions of cognitive style, spatial ability and attitude toward geometry

Işık, Ebru
The aim of the study was to investigate how well the geometry achievement is explained by field dependency/ independency cognitive styles, spatial orientation, spatial visualization and attitude toward geometry. The sample of the study was composed of 378 ninth grade students (183 male and 195 female) from five different lycees in Eskişehir. The types of schools participating in the study were General High School, Anatolian High School, Commercial Vocational High, and Anatolian Fine Art High School. The data were collected by using four instruments, which were Group Embedded Figure Test ( GEFT ) , Spatial Ability Tests, Geometry Achievement Test (GAT) and Geometry Attitude Scale (GAS). GEFT developed by Witkin, Oltman, Raskin and Karp ( 1971 ) was used to determine students’ cognitive styles. Another test, The Spatial Ability Test developed by Ekstrom and colleagues (1976) was composed of four sub-tests. Two of them were aimed to measure spatial orientation, which were Cube Comparison and Card Rotation test. The others were developed to measure spatial visualization, which were Paper Folding and Surface Development tests. The Turkish version of the tests translated by Delialioğlu (1996) used in the study. In order to measure geometry achievement, GAT was developed by researcher. GAS developed by Bulut, İşeri, Ekici and Helvacı (2002) was used to measure the dimension of like/dislike geometry, usefulness of geometry and anxiety about geometry. The data conducted from the research sample through the tests and scale was analyzed by using regression analysis. The multiple regression analysis indicated that students’ cognitive styles were the most significant variable in explaining their geometry achievements. The other predictive variables also made statistically significant contribution in explaining the variance in geometry achievement. Four predictive variables of the study were entered the regression model, and explained the % 47 of the variance in geometry achievement. The findings of the study suggested that students’ field dependency/ independency cognitive style had high importance in learning geometry; and it should have taken into the consideration in teaching geometry.


Measuring striving for understanding and learning value of geometry: a validity study
Ubuz, Behiye (Informa UK Limited, 2017-01-01)
The current study aimed to construct a questionnaire that measures students' personality traits related to striving for understanding and learning value of geometry and then examine its psychometric properties. Through the use of multiple methods on two independent samples of 402 and 521 middle school students, two studies were performed to address this issue to provide support for its validity. In Study 1, exploratory factor analysis indicated the two-factor model. In Study 2, confirmatory factor analysis ...
The effect of using dynamic geometry software while teaching by guided discovery on students’ geometric thinking levels and achievement
Toker-Gül, Zerrin; Çakıroğlu, Erdinç; Department of Educational Sciences (2008)
This study aimed to investigate the effects of using dynamic geometry software while teaching by guided discovery compared to paper-and-pencil based guided discovery and traditional teaching method on sixth grade students’ van Hiele geometric thinking levels and geometry achievement. The study was conducted in one of the private schools in Ankara and lasted six weeks. The sample of the study consisted 47 sixth grade students in the school. The present study was designed as pretest-posttest control group qua...
Students’ perceptions and motivations of a blended course guided by good practice principles and motivation
Kocaman Karoğlu, Aslıhan; Özden, M. Yaşar; Department of Computer Education and Instructional Technology (2009)
The purpose of this study was to investigate the perceptions of learners in the blended course relative to the use of Seven Principles for Good Practice in Undergraduate Education. Additionally through the motivational requirements specified by Keller’s ARCS motivational design model, students’ motivations were analyzed. Thus the study was designed to determine student motivation in a blended environment in relation to Keller’s ARCS motivational design model. For these research aims, a traditional course wa...
Koyuncu, Ilhan; Akyüz, Didem; Çakıroğlu, Erdinç (Springer Science and Business Media LLC, 2015-08-01)
This study aims to investigate plane geometry problem-solving strategies of prospective mathematics teachers using dynamic geometry software (DGS) and paper-and-pencil (PPB) environments after receiving an instruction with GeoGebra (GGB). Four plane geometry problems were used in a multiple case study design to understand the solution strategies developed by 2 prospective teachers. The results revealed that although the participants mostly used algebraic solutions in the PPB environment, they preferred geom...
Developing a Structural Model on the Relationship among Motivational Beliefs, Self-Regulated Learning Strategies, and Achievement in Mathematics
FADLELMULA, Fatma Kayan; Çakıroğlu, Erdinç; Sungur, Semra (Springer Science and Business Media LLC, 2015-12-01)
This study examines the interrelationships among students' motivational beliefs (i.e. achievement goal orientations, perception of classroom goal structure, and self-efficacy), use of self-regulated learning strategies (i.e. elaboration, organization, and metacognitive self-regulation strategies), and achievement in mathematics, by proposing and testing a structural model. Participants were 1,019 seventh grade students, enrolled in public elementary schools in Ankara, Turkey. Self-report questionnaires and ...
Citation Formats
E. Işık, “Predicting 9th grade students’ geometry achievement: contributions of cognitive style, spatial ability and attitude toward geometry,” M.S. - Master of Science, Middle East Technical University, 2008.