Cognitive Development, Spatial Ability, and Achievement in Science Among Saudi Arabian Students (Sex, Grade, Activities).

The study investigated relationships among cognitive development, spatial ability and achievement in science, and examined them considering sex and grade level. Data were obtained from 200 sixth, ninth, twelfth and fourteenth grade male and female Saudi Arabian students. Two instruments were used to collect study data, the Group Assessment of Logical Thinking test (GALT) for the Piagetian cognitive level and the Middle Grade Mathematical Project Spatial Visualization Test (MGMP SVT) to assess the spatial visualization ability of each student. A Science Activity Questionnaire (SAQ) was administered to determine what effects school and out of school activities might have in cognitive development and spatial ability. Science achievement was measured by the semester quantitative grades which were given to the researcher by the students' teachers. The following conclusions were drawn: There were significant differences in achievement in science associated with spatial visualization ability and level of cognitive development. Considering sex, and grade levels the interaction showed that females' scores were significantly higher than males' in science achievement. A positive correlation was found between MGMP SVT and GALT. Interaction effects between spatial visualization ability and cognitive development were also significant. High visualizers at the formal operational level achieved significantly higher than low visualizing, formal level; high visualizing, transitional level; and high visualizing, concrete level students. Twenty-one percent of the total variance in achievement was explained by MGMP SVT, and GALT. Combinations of MGMP SVT, GALT, sex, and grade levels explained 43% of the variance in achievement. A possibility of bias in favor of females in the achievement testing program may have existed. There were significant differences between males and females on the SAQ factors: Factor I (camping, sports, science games) in favor of males and on Factor II (domestic chores) in favor of females. In addition, Factors I, III (science experience) and IV (computer, home games) best predict cognitive development. They explained 22% of the variance in cognitive development. Factors III and IV best predicted spatial visualization ability, explaining 11% of the variance in spatial visualization ability. Recommendations were made concerning science education for Saudi Arabian students.Ph.D.Science educationUniversity of Michiganhttp://deepblue.lib.umich.edu/bitstream/2027.42/160571/1/8512475.pd