languages are helpful for students as they facilitate the understanding of the
given data. Understanding these graphical languages is also important as students
encounter tasks containing graphics when compared to the tasks in the past
(Diezmann & Lowrie, 2008). The current study aims to investigate whether sixth-grade
students’ graphical language performances vary significantly considering gender.
It was also investigated whether there is a significant correlation between the
sixth-grade students’ performances among the six components of the graphical
language. The participants were 97 sixth-grade students in an elementary school in
Ankara, Turkey. To examine students’ performances in
graphical languages, a graphical languages test was adapted from Mackinlay’s
(1999) model of graphical languages. The results of the study showed that total
scores of the sixth-grade students’ graphical performances did not vary
significantly considering gender. However, when the students’ scores were examined
for each component of the graphical language test individually, it was found
that the students’ scores in the Axis and Miscellaneous components varied
significantly. This difference in the Axis component was found to be in favor
of the girls, while it was in favor of the boys in the Miscellaneous component.
Furthermore, there were significant correlations among the sixth-grade
students’ performances in graphical languages.
Graphical Languages, Sixth-grade students’ performances