Abstract
This study compares the impact of two visual imagery approaches to identify transitive relations. The approaches were introduced to a sample of students divided into two groups, control and experimental. The students in the control group were taught to identify transitive relations using matrices. However, their counterparts in the experimental group were taught to identify the relations using digraphs. To compare the approaches, an achievement test was designed and examined. Then, it was administered to the students as a pretest and post-test, before and after the teaching process, respectively. The mean performance of the two groups was compared using t-test. The results indicated that the students in the experimental group attained better performance than their counterparts in the control group.