Examining the Effect of Combining Orienteering with Music on the Development of Spatial Thinking Self-Assessment Skills

Abstract This study aimed to improve preservice classroom teachers’ spatial thinking self-assessment skills by integrating electronic music into the orienteering process. The study used a nested mixed methods design within the scope of a mixed research approach. In the quantitative dimension, a nonequivalent control group pretest-posttest design, which is one of the quasi-experimental designs, was used. In the qualitative dimension, the aim was to expand upon the quantitative process. The study group of the research was selected based on criterion and convenience sampling. Accordingly, the study group consisted of a total of 12 preservice classroom teachers, of whom 6 were in the experimental group and 6 were in the control group. The Spatial Ability Self-Report Scale and a questionnaire were used as data collection tools. As a result of the study, evidence was found that orienteering combined with music was effective for the preservice teachers’ spatial thinking self-assessment skills.