The relationship between high school students’ cognitive style and spatial ability in Ankara Çankaya

Abstract

In 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.