International Education Journal

contentsBack

download View Complete Article

Acrobat Reader Install Acrobat Reader

Effect of Instructions on Spatial Visualisation Ability in Civil Engineering Students


Maizam Alias
Department of Technical and Vocational Education, Tun Hussein Onn University College of Technology, Malaysia
maizam_alias@hotmail.com

Thomas R. Black
School of Educational Studies, University of Surrey, United Kingdom

David E. Gray
School of Educational Studies, University of Surrey, United Kingdom

download Read complete article

Abstract

The aim of this study was to test whether manipulative and sketching activities could influence spatial visualisation ability in engineering students. A pre- and post-test quasi-experimental design was employed using two intact classes of civil engineering students from Malaysian polytechnics. The treatment group (n = 29) manipulated objects and learnt to sketch from observation and imagination during their structural design class, while the control group, (n = 28) had their regular structural design class. The treatment group achieved a statistically significant gain in spatial visualisation ability compared to the control group. A statistically significant difference was neither found between gender irrespective of types of instruction nor for the interaction effect. It was concluded that the spatial activities enhances students' spatial visualisation ability and both male and female engineering students benefited equally from the intervention.

Teaching and learning, spatial activities, structural design,
spatial visualisation ability, civil engineering

top

Alias, M., Black, T.R. and Gray, D.E. (2002) Effect of Instructions on Spatial Visualisation Ability in Civil Engineering Students. International Education Journal, 3 (1), 1-12.
http://iej.cjb.net

All text and graphics © 1999-2002 Shannon Research Press