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

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.