Open AccessDOES Sketchup Make Improve Students’ Visual-Spatial Skills?
Author(s) -
Abdul Halim Abdullah,
Rohani Abd Wahab,
Mahani Mokhtar,
Noor Azean Atan,
Noor Dayana Abd Halim,
Johari Surif,
Norasykin Mohd Zaid,
Zakiah Mohamad Ashari,
Nor Hasniza Ibrahim,
Umar Haiyat Abdul Kohar,
Mohd Hilmi Hamzah,
Sharifah Nurarfah S. Abd Rahman
Publication year - 2022
Publication title -
ieee access
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.587
H-Index - 127
ISSN - 2169-3536
DOI - 10.1109/access.2022.3147476
Subject(s) - aerospace , bioengineering , communication, networking and broadcast technologies , components, circuits, devices and systems , computing and processing , engineered materials, dielectrics and plasmas , engineering profession , fields, waves and electromagnetics , general topics for engineers , geoscience , nuclear engineering , photonics and electrooptics , power, energy and industry applications , robotics and control systems , signal processing and analysis , transportation
This study was conducted with two objectives: (a) to develop 3D geometry teaching strategies through SketchUp Make (SPPD-SUM), and (b) to study the effect of SPPD-SUM on visual-spatial skills (VSS). It was conducted in two stages. Stage I involved designing SPPD-SUM, whereas Stage II involved studying of the effect of SPPD-SUM on VSS. The activities in Stage I were based on a five-phase cycle in the ADDIE Model. The analysis phase examined the basic information related to VSS. The design phase involved setting VSS into learning activities. The development phase involved the construction of learning activities that are in line with every VSS component. The implementation phase involved two series of pilot studies and the implementation of SPPD-SUM among 12 students for three weeks. The data obtained from the evaluation phase by seven mathematics experts found that SPPD-SUM might function well pedagogically. Stage II began with descriptive quantitative data and inferential statistics using a one-group quasi time series experimental approach. The study was conducted for six weeks among 34 form-five students. The inferential analysis via the mean score of VSS suggests that SPPD-SUM helps improve students’ VSS with a significant difference (at p = 0.05 level) before and after learning activities. This quantitative analysis shows that there is a significant change in students’ cognitive processes, particularly in their ability to rotate, view, transform and mentally cut 3D objects, and to identify, analyse, connect, and make series reasoning and geometric features. Therefore, it can be concluded that SPPD-SUM can be used in mathematics classrooms to improve students’ visual-spatial skills.