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

Abstract

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