Project-based geometry learning: Knowledge and attitude of field-dependent/independent cognitive style students

Date

2019-01-01

Author

Ubuz, Behiye

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The authors in a convergent parallel mixed method design aimed to investigate whether and how the geometry knowledge and attitude toward geometry of students with field-dependent/independent cognitive style improve differentially within a project-based learning environment. Quantitative data were collected from 97 seventh-grade students before and after the treatment. Repeated measures multivariate analysis of covariance results, controlling for gender and prior mathematics achievement, revealed a statistically significant main effect of time but not cognitive style. Follow-up repeated measures analysis of covariance by controlling the experiment-wise alpha level indicated that field-dependent, field-mixed, and field-independent students achieved a statistically significant mean increase for all measures. The qualitative (classroom observations and interviews with some students) data provided evidence that contextualizing, visualizing, and collaborating opportunities in the project-based learning environment made contributions for mean increase.

Subject Keywords

Education

URI

https://hdl.handle.net/11511/42564

Journal

JOURNAL OF EDUCATIONAL RESEARCH

DOI

https://doi.org/10.1080/00220671.2018.1502138

Collections

Department of Mathematics and Science Education, Article

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Citation Formats

B. Ubuz, “Project-based geometry learning: Knowledge and attitude of field-dependent/independent cognitive style students,” JOURNAL OF EDUCATIONAL RESEARCH, pp. 285–300, 2019, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/42564.