Fractal Deviation: Implication to non-verval Reasoning and Students' Mathematics Competency

Abstract

Fractals are geometric shapes with very interesting characteristics that beyond typical Geometry. In this study, it was hypothesized that fractal deviation of students’ handwriting skills is significantly correlated to their non-verbal reasoning and mathematics performance. Fifteen Grade 10 high school students served as participants of the study in which their handwriting skills were analyzed through copying the prototype drawing (FD = 1.2837). The samples of students’ drawing were subjected to fractal dimension analyses to find the fractal deviation. Pearson’s correlation was used to test the significant relationship among variables. After analyzing the result, it was found that fractal deviation of students’ handwriting skill is significantly related to their mathematics competency. Likewise, students who are mathematically inclined have higher fractal deviation index considering their handwriting than those who are not. Also, it was concluded that the higher the non-verbal reasoning skills of the students, the higher their Mathematics competency. Finally, no significant relationship was established between fractal deviation of students’ handwriting skills and their non-verbal reasoning.