Spatial Visualization Skills in High School Students Through the Integration of Spatial Vis
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Abstract
This study investigates the integration of Spatial Vis—an accessible digital tool—into the exploratory technical drawing curriculum for Grade 8 Technology and Livelihood Education (TLE). Specifically, it assesses the application's effectiveness in enhancing spatial visualization skills and educational performance within the orthographic and isometric drawing lessons. The research was conducted with (45) Grade 8 students at Abuno National High School to address the need for innovative teaching methods in this area. A quasi-experimental design was utilized to evaluate the impact of Spatial Vis, delivered via mobile and desktop applications, compared to a traditional instructional approach. Spatial visualization ability was measured using the Purdue Spatial Visualization Test: Rotations (PSVT: R), administered before and after the intervention. The dependent variable was the gain in spatial visualization scores, with the independent variable being the mode of instruction (traditional, mobile, desktop). While the analysis between the three instructional methods in terms of their impact on spatial visualization gains were not significant, within-group improvements demonstrated a statistically significant improvement in the mobile Spatial Vis group (t=−3.322, p=0.006). This finding highlights the potential of the mobile Spatial Vis application to be utilized in the classroom for developing students' spatial visualization skills.
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