Abstract
The purpose of this article is to examine the effect of visualisation-based teaching (VBT) on visualisation skills of geometric figures among form two learners with different abilities of space visualisation. VBT comprised three categories of visualisation skills. First is sketching of figures based on verbal or worded instructions, second is the process of transforming from writing to sketching, and third is the process of transforming from image to writing. Two types of VBT were used in this research. The teacher and learners used the activity module VBT1, while the activity module VBT2 was only used by the teacher. For optimum results, this VBT study also takes into account learners’ different abilities of space visualisation. Research methodology used the Quasiexperiment-Nonequivalent Control Group Design. Research samples consist of two groups of learners from two different schools in Kuala Kangsar, Malaysia. Research instruments used were the Differential Aptitude Tests for Space Relations (DAT:SR) and the Visualisation of Geometrical Figures Test. The two-way analysis of covariance (ANCOVA) was employed to examine the effect of the type of VBT on visualisation skills of geometric figures. Findings from the two-way ANCOVA analysis showed that VBT affects visualisation skills of geometric figures. However, research findings also revealed that the different abilities (high or low) of space visualisation among the learners did not affect visualisation skills of geometric figures. No active correlation was found between the types of VBT and learners’ ability of space visualisation with regard to visualisation skills of geometric figures.
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Nasir, N., Ghazali, M., Razak, N.A. (2014). Visualisation Skills of Geometric Figures: Its Effect in Visualisation-Based Teaching. In: Kasim, A., Wan Omar, W., Abdul Razak, N., Wahidah Musa, N., Ab. Halim, R., Mohamed, S. (eds) Proceedings of the International Conference on Science, Technology and Social Sciences (ICSTSS) 2012. Springer, Singapore. https://doi.org/10.1007/978-981-287-077-3_29
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