The Effect of Coding on Students’ Visual-spatial Reasoning Skills

Ramazan Atasoy, Celalettin Özden

Abstract


This work aimed to examine the effects of coding utilization in the technology and
design course on students’ visual-spatial reasoning skills. The study is based on a
sequential mixed-method design. The quantitative dimension of the research was
conducted in a random experimental pattern, with the implemented pre-test and posttest
in the control group; the qualitative dimension utilized the interview technique.
The reserarch sample included students of Şehit Hüseyin Ruso Secondary School in
Nicosia, Northern Cyprus, in school year 2016 -2017. Visual–Spatial Reasoning Test
developed by the researcher was used for obtaining quantitative data, and a semistructured
interview form for qualitative data. The quantitative data were analyzed
with the use of the independent sampling t-test, Cohen’s d effect size coefficiency,
and two-way variance analyses; content analysis was implemented for qualitative
data. It was established that spatial reasoning skills of the students who used coding
are significantly different to those of students who did not use coding; experimental
group had a positive attitude toward the course and used their cognitive, sensory and
psychomotor skills on a high level. It can be said that coding is an important factor for
developing visual-spatial reasoning skills of students in this context.
Keywords: coding; education; Scratch; skills; visual - spatial reasoning

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DOI: https://doi.org/https://doi.org/10.15516/cje.v22i3.3522

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