<b>Cognitive style as a predictor of students’ mathematical problem-solving ability in solving similarity problems</b>

Source abstract

Purpose – Similarity problems require the coordination of visual-spatial processing and proportional reasoning, making them a relevant domain for examining field dependence–independence. This study investigated the relationship between continuous Group Embedded Figures Test (GEFT) scores and mathematical problem-solving ability (MPSA) in similarity, including the pattern of associations across Greenstein’s five problem-solving stages. Methodology – The study employed an observational correlational design involving 61 Grade 8 students from two intact classes at one public junior high school selected purposively. Cognitive style was assessed using the GEFT, while MPSA was measured through three open-ended similarity problems scored according to Greenstein’s five stages. Pearson correlation and simple linear regression were conducted using continuous GEFT scores as the primary predictor, whereas the FD/FI classification was retained for descriptive purposes and secondary analyses. Findings – GEFT scores were positively associated with MPSA. Each one-point increase in GEFT score was associated with an estimated 2.495-point increase in the predicted MPSA score. The model accounted for 51.8% of the observed variance in MPSA scores. Correlations across Greenstein’s five stages were also positive and relatively consistent. Novelty – This study provides domain-specific and process-level evidence by integrating continuous variation in GEFT scores, the visual-spatial and proportional demands of similarity, and stage-by-stage analysis based on Greenstein’s framework. Significance – The findings highlight key aspects of similarity problem solving that warrant further attention and may inform future intervention studies, without implying a causal relationship between cognitive style and mathematical problem-solving ability.