Assessing the Effectiveness of Computer-Aided Instructional Techniques in Enhancing Students’ 3D Geometry Spatial Visualization Skills Among Secondary School Students in Tanzania
Abstract
Proficiency in spatial visualization plays a significant role in learning 3D geometry. Spatial visualization ability can be enhanced through the use of relevant teaching and learning techniques. The study aimed to investigate the impact of computer-aided instructional techniques on improving students' spatial visualization skills in learning 3D geometry, addressing the issue of low spatial visualization ability among students. The study followed a mixed research approach with a quasi-experimental design. Twenty mathematics teachers were purposively selected, and 267 Level-4 students from six ordinary-level secondary schools were purposively chosen for the study. Data were gathered using interviews, and pre- and post-tests of control and treatment groups through the use of computer simulation and animation of 3D figures in the treatment group, while the control group was taught using traditional methods. The Statistical Package for Social Sciences (SPSS) was used to compute descriptive and inferential statistics from quantitative data, while thematic analysis was applied to analyze qualitative data. The results from mathematics teachers’ interviews indicate that teachers put less emphasis on enhancing students’ spatial visualization abilities. Students from the treatment group outperformed the control groups on spatial visualization ability in terms of test scores. Additionally, an independent sample t-test revealed a statistically significant difference between the control and treatment groups in terms of spatial visualization ability. The computer-aided instructional approach is relevant in enhancing students’ spatial visualization abilities. To improve students' spatial visualization skills, the researchers propose in-service training for teachers to incorporate computer simulations and animations into the teaching and learning of 3D geometry.
https://doi.org/10.26803/ijlter.22.6.31
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