The influence of visualization tendency on problem-solving ability and learning achievement of primary school students in South Korea

Visualization tendency as a visual ability of learner has been considered a critical factor that is related to learning achievement and problem-solving ability by enabling efficient recall and recognition of knowledge. The purpose of this study is to identify relationships among visualization tendency, problem-solving ability, and learning achievement of primary school students. For this study, 223 primary school students in the fifth grade (115 males and 108 females) participated in this study. Relationships among the three variables were identified using structural equation modeling methods. Also, effect analysis was conducted to identify total, direct, and indirect effects. The results of this study demonstrate significant correlations among visualization tendency, problem-solving ability and learning achievement. As a result, visualization tendency has positive relationships on problem-solving ability and learning achievement separately in this study. However, problem-solving ability don't have significant relationship on learning achievement in direct and indirect way. Estimate of the structural relationships in the hypothesized model is adequate by identifying model fit. Based on the result, we discussed a cognitive function of visualization tendency on problem-solving ability and learning achievement and suggested some issues for further study.