Abstract
The main goal of this study is to determine the relationship between the eighth-grade students’ spatial abilities and their geometry achievement considering the variables of gender, preschool education and type of school. This research study was carried out by applying correlational survey model. 400 eighth-grade students taking education at different type of middle schools participated in Göksun, Kahramanmaraş. Demographic information form, Transformational Geometry and Geometric Objects Achievement Test developed by the researcher and Spatial Ability Practice Test developed by Newton and Bristoll (2011) and translated to Turkish by the researcher were used as data collection instruments in the study. The data were analysed via SPSS 17.0 package software by using descriptive statistics, independent samples t-test, one way ANOVA and Pearson correlation coefficient. According to the findings of the research; it was determined that there was positively significant and moderate correlation between students’ spatial ability and their geometry achievement scores. In respect to the students’ spatial abilities; a significant difference was determined on the side of girls, the students taking education in day school and the students received preschool education.
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