A Study of the Impact of a Drawing Intervention on the Spatial Visualization Skills of Sixth Grade Students

Abstract

Strong spatial visualization skills are considered a vital component of numerous careers and academic fields. The concept of spatial intelligence has changed from being thought of as an innate ability to skills that can be developed. Studies of spatial ability and skills have grown from simply identifying mechanical ability to being a predictor of success in such academic fields as science, technology, engineering, and mathematics. The purpose of this study was to investigate the usefulness of a particular intervention in enhancing spatial visualization skills in sixth grade students, and to better understand how students of varying spatial visualization skills approach and interact with spatial visualization tasks.

Using a quasi-experimental, mixed-methods design with an embedded, explanatory case study, quantitative data were gathered in the form of pre- and post-tests. Statistical analyses revealed no significant differences between the experimental group that had received the Quick Draw intervention for a period of six weeks and the control group that did not receive the intervention. In addition, within the experimental group, no significant differences between males and females existed. Qualitative data were gathered in the form of task-based interviews, classroom observations, and written responses. Results revealed that participants with high spatial visualization skills tended to view images holistically. In contrast, participants with low spatial visualization skills tended to view images based on their components or parts. Implications for classroom practice and future research are discussed.