Abstract
A plethora of technological advances have happened since artificial illumination was developed by Thomas Edison. Like technology has had an effect in many areas in the modern civilization it also made a difference in the classroom. Nowadays, students can have instruction in classrooms with no external windows, even during gloomy winter or rainy days, and virtually during any hour of the day. Several lightning devices are being used, ranging from energy efficient LEDs to fluorescent lighting. Some forms of lighting methods have been found to be inappropriate for prolonged exposure to the human eye such as various gas-discharge lamps that create poorer color rendering due to the yellow light. A large number of research studies have focused on topics such as the effect of light on intensity to oral reading proficiency, its effect on stress levels, and the effect it may have on autistic children. However, a small number of studies was found related to the optimal levels of light intensity related to successful student learning regarding spatial visualization ability. The purpose of the current study is to identify whether light intensity can increase or decrease spatial ability performance for engineering technology students.
Highlights
AND BACKGROUND Spatial abilities are essential to success in a variety of fields, including science, technology, engineering, and mathematics (Bogue & Marra 2003; Contero, Company, Saorin, & Naya, 2006; Miller & Halpern, 2013; Mohler, 1997; Sorby, 2009; Sorby, Casey, Veurink, & Dulaney, 2013)
Spatial ability can be explained as the ability to form and retain mental representations of a stimulus mental model, which is used to determine if mental manipulation is possible (Carroll, 1993; Höffler, 2010)
The following was the primary research question: Will different levels of light intensity significantly change the level of spatial visualization ability as measured by the Mental Cutting Test and sectional drawings for engineering technology students?
Summary
AND BACKGROUND Spatial abilities are essential to success in a variety of fields, including science, technology, engineering, and mathematics (Bogue & Marra 2003; Contero, Company, Saorin, & Naya, 2006; Miller & Halpern, 2013; Mohler, 1997; Sorby, 2009; Sorby, Casey, Veurink, & Dulaney, 2013). The following was the primary research question: Will different levels of light intensity significantly change the level of spatial visualization ability as measured by the Mental Cutting Test and sectional drawings for engineering technology students?. To establish a baseline and identify spatial visualization ability level, all groups were asked to complete the Mental Cutting Test. DATA AND ANALYSIS Analysis of MCT Scores The first method of data collection involved the completion of the MCT instrument prior to the treatment to determine equality of spatial ability between the three different groups. Due to the abnormality of the population (convenience sample), a non-parametric Kruskal-Wallis test was run to compare the mean scores for significant differences, as it relates to spatial skills among the three groups.
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