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

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  • Behiye Ubuz
  • Yurdagül Aydınyer

Abstract

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.

Suggested Citation

  • Behiye Ubuz & Yurdagül Aydınyer, 2019. "Project-based geometry learning: Knowledge and attitude of field-dependent/independent cognitive style students," The Journal of Educational Research, Taylor & Francis Journals, vol. 112(3), pages 285-300, May.
    • Handle: RePEc:taf:vjerxx:v:112:y:2019:i:3:p:285-300
    DOI: 10.1080/00220671.2018.1502138
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