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

UBUZ B., Aydinyer Y.

JOURNAL OF EDUCATIONAL RESEARCH, vol.112, no.3, pp.285-300, 2019 (Peer-Reviewed Journal) identifier identifier

  • Publication Type: Article / Article
  • Volume: 112 Issue: 3
  • Publication Date: 2019
  • Doi Number: 10.1080/00220671.2018.1502138
  • Journal Indexes: Social Sciences Citation Index, Scopus
  • Page Numbers: pp.285-300
  • Keywords: Attitude, cognitive style, geometry, knowledge, project-based learning, MATHEMATICS ACHIEVEMENT, INQUIRY, ACQUISITION, DEPENDENCE, TEACHERS, LESSONS


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.