Browsing by Subject "Spatial visualization ability"
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Item Open Access A descriptive investigation of Turkish high school students’ spatial visualization ability(2020-07) Toplu, DilaraThe purpose of this study was to investigate Turkish high school students’ spatial visualization ability. Gender, school type, and grade were used as independent variables to describe spatial visualization ability as it pertains to the respective dimensions. Descriptive research was used, and the sample consisted of 555 students from private and state high schools. The study was carried out in Çankaya, Ankara. The “Purdue Spatial Visualization Test - PSVT” developed by Roland Guay in 1976, adapted into Turkish by Sevimli (2009) was used to measure students’ spatial visualization abilities. The data collection took place during the fall semester of the 2018-2019 academic year. The data analyses were conducted by considering students’ total scores of PSVT. Descriptive statistical analyses were conducted to determine students’ spatial visualization levels based on the variables: gender, school type, and grade. An independent samples t-test was conducted to determine whether the mean difference between gender and school types were statistically significant. Welch’s ANOVA test was conducted to determine whether the mean difference between grades was statistically significant. Moreover, Pearson correlation coefficients were computed to find out if there were relationships between the students’ PSVT total scores and their mathematics course grades, also for their socioeconomic status. Analyses revealed that students’ spatial visualization levels were dependent on their gender and school type. It was found that there was not a statistically significant difference between the PSVT mean scores of grades. There was a significant, positive correlation between students’ spatial visualization levels and mathematics grades and socioeconomic status.Item Open Access The relationship between high school students’ cognitive style and spatial ability in Ankara Çankaya(2021-01) Akkaya, MerveIn this study the relation between students’ cognitive style and spatial visualization ability was investigated in Ankara, Çankaya. Gender, schools and grade level/age were independent variables of descriptive study. Sample of this research were 393 anatolian high school students from four different schools. Group Embedded Figures Test (Witkin et al., 1971) and Turkish version of Purdue Spatial Visualization Test (Guay, 1976) were used to assess students’ cognitive style and spatial ability. Sevimli (2009) adapted Purdue Spatial Visualization Test into Turkish. Group Embedded Figures Test’ second and third part included in scoring and each part contains nine questions. Five minutes were given for students to answer questions in each part. Purdue Spatial Visualization Test contained three parts. Each parts contain 12 questions. Time were given for the whole test. Descriptive statistical analysis were conducted to investigate the students’ cognitive style and spatial visualization ability with respect to independent variables. Independent samples t-test was conducted whether gender difference had statistically significant effect on cognitive style and spatial ability. One-way ANOVA test was used to determine whether the mean difference in school and grade level were statistically significant or not. Correlation coefficient between students’ cognitive style and spatial ability was computed. According to results, students’ cognitive style and spatial visualization ability were independent from students’ gender. There were statistically significant difference in students’ cognitive style and spatial visualization ability with respect to students’ schools and grade level/age. There was a statistically significant and positive correlation between students’ cognitive style and spatial visualization ability.