Abstract
This study basically focused on the use of instruction to assist Junior High School (JHS 1) students at Dodowa Presbyterian Basic School (Ghana), to achieve high spatial visualization skills which will eventually translate into their mathematics achievement. The test instrument used for the data collection was an adapted form of the Middle Grades Mathematics Project (MGMP) spatial visualization test which comprised of 40 items with an internal consistency reliability of 0.81. The simple random sampling technique was used to assign 50 students to control and experimental groups. Pretest-posttest control group design was employed for the study. A paired-sample t-test and split plot ANOVA were used to analyze the data. The results showed that even though there was some improvement in spatial visualization skills across board (both control and experimental groups), there was a statistically significant improvement in spatial visualization skills among the experimental group. The study also indicated that there were no gender differences in spatial visualization skills both at the pretest and posttest levels.
Highlights
Mathematics is one of the most important subjects necessary for academic achievement and success in everyday life
The test instrument used for the data collection was an adapted form of the Middle Grades Mathematics Project (MGMP) spatial visualization test which comprised of 40 items and has an internal consistency reliability of 0.82
The results of the study have clearly demonstrated that instruction in spatial visualization do impact positively on spatial visualization skills acquired by students
Summary
Mathematics is one of the most important subjects necessary for academic achievement and success in everyday life. In transforming the teaching and learning of mathematics and education in general in Ghana, for instance, the Ministry of Education (MoE) in collaboration with the Teacher Education Division (TED) in 2003 carried out a review of the teacher education curriculum and upgraded all Initial Teacher Training Colleges (ITTC’s) to Diploma awarding institutions with the aim of improving teachers’ content knowledge and pedagogical skills in the various subject areas. The MoE in collaboration with other international agencies such as the Japan International Cooperation Agency (JICA), United States Agency for International Development (USAID) and the Department for International Development (DFID) have shown enormous commitment by embarking on mathematics and science projects to improve the teaching and learning of mathematics (Education Strategic Plan, 2003-2015)
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