The Effect of Cognitive Style and Training on Social Learning and Visual Spatial Representation Strategies on the Development of Mathematical and Social Problems Skills

Abstract

This study aimed at investigating the effect of cognitive style and social learning and visual spatial representation strategies on the development of mathematical and social problems. The researchers used the Group Embedded Figures Test on (100) male students. In light of the results, 60 students were selected (30 were field dependent, and the other 30 were field independent) and were randomly distributed into four equal groups. A 2x2 factorial design with two levels of cognitive styles and two levels of problems solving strategy. A pre and post test for solving mathematical and social problems was used on all four groups of the study. The results of the study showed that there was a significant difference in student’s scores for solving mathematical problems in favour of visual spatial representation strategy, and in student’s scores of solving social problems in favour of cooperative learning strategy. In addition, there were no significant statistically differences in students’ scores on mathematical and social problems due to cognitive style (field dependent/field independent) or due to the interaction between the cognitive style and problem solving strategies.