Enhancing Spatial Visualization in CABRI 3D-Assisted Geometry Learning: A Systematic Review and Meta-Analysis

Abstract

Empirical studies related to the enhancement of spatial visualization by implementing CABRI 3D-assisted geometry lesson have been increasingly conducted in two last decade. Nevertheless, from these studies, it can be said that an inconsistent effect of CABRI 3D-assisted geometry lesson toward spatial visualization and a gap of students’ spatial visualization are really existing. The aim of this present study is to examine the effectiveness of CABRI 3D-assisted geometry learning on spatial visualization, and some substantial factors in affecting the difference of students’ spatial visualization skills. A systematic review using meta-analysis was performed to conduct this recent study in which the random effect model was selected to estimate the effect size computed by the Hedges’ equation. 25 eligible documents published between 2008 and 2022 were included as the data whereby these documents generated 36 effect sizes and involved 2,440 students. Several tests, such as Z, Q Cochrane, fill and trim, and funnel plot were performed to analyze the data. Results of this current study showed that the utilization of CABRI 3D software for teaching geometry lesson had positive moderate effect (g = 0.778; p ˂ 0.05), and significantly enhanced students’ spatial visualization. Additionally, the investigation on some substantial factors revealed that intervention duration and class capacity were significant factors affecting the gap of spatial visualization of students while educational level and participant did not differentiate spatial visualization of students. This recent study implies that mathematics practitioners can utilize this software to teach geometry lesson, and consider small class for class capacity and more than 3 months for intervention duration in implementing it to enhance spatial visualization of students.