Unveiling the Synergy: How Spatial Thinking Skills and Learning Approaches Predict Social Studies Achievement

Abstract

Understanding the cognitive and metacognitive factors that influence social studies achievement is critical for developing effective instructional strategies. This research investigated the predictive role of spatial thinking skills and learning approaches on middle school students' achievement in social studies. The research included data from 724 students (350 boys and 374 girls). A correlational survey model was used in the study. Hierarchical linear modelling revealed that both spatial thinking skills and the pedagogical approach of deep learning significantly and positively predicted social studies achievement, while surface learning did not. Gender did not moderate these relationships. Furthermore, exploratory analyses revealed an interaction effect in which the contribution of deep learning to social studies achievement increased with higher levels of spatial thinking skills. The findings suggest that spatial thinking skills and deep learning approaches are significant factors in social studies achievement, warranting further consideration in curricular design.