Visualization Skills On Spatial Figures Of Senior High School Students
Keywords:Visualization skills, Spatial figures, Academic achievement
Visualization skills on spatial figures are central to learning especially in science (Gilbert, 2005). This study is focused on determining the visualization skills on spatial figures of senior high school students and their academic achievement in Physics. Descriptive-correlation design was used to determine the academic achievement of students in physics and their visualization skills and was measured through the adopted instrument developed by Ramful, Lowrie, and Logan (2016). The academic achievement of the students in physics is generally average (mean=87.84%) regardless of their gender- male (mean= 87.39%) or female (mean=88.20%) and hand dexterity- right-handed (mean= 88.21%) or left-handed (mean=85.38%). It revealed no significant difference in the academic achievement between male and female students, t(9) = -0.70, p = 0.481 and between the right- and left-handed students, t(98) = 1.689, p =0.94. With regards to visualization skills, the students’ overall performance is average (mean=15.93), and when classified as to gender: male (mean=17.02) and female (mean=15.07); and hand dexterity: right-handed (mean=16.26) and left-handed (mean=13.69) in the 30-item test. Moreover, their visualization skills on spatial figures categorized as mental rotation (mean=4.70) and spatial visualization (mean=3.72) are average while high (mean=7.51) performance is exhibited in the spatial orientation category. The test showed significant difference in the students’ visualization skills when classified into gender, t(98) = 2.076, p = 0.040; but exhibited no significant difference when classified into hand dexterity, t(98) = 1.864, p = 0.068. Thus, it revealed no substantial evidence to show that students’ visualization skills influenced their academic achievement in physics, however, the male is better than female students in visualization skills.
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Copyright (c) 2020 Muhamad Ali E. Midzid, PhD, Hanissa F. Baraguir, MSciEd (Author)
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