Pedagogical Implication of Spatial Visualization: A Correlate of Students’ Achievements in Physics

Research Article

Abstract

This study investigated pedagogical implication of spatial visualization as correlate of students’ achievement in physics. An ex post facto research of the co-relational type with 857 senior secondary school three (S. S. 3) participants comprising of male and female students from both public and private schools from Kwara State, Nigeria. Four research questions with corresponding hypotheses were raised and answered in this study. Pro forma of SSCE result in physics and Students Spatial Visualization Test (SSVT) with reliability coefficient of 0.78 were the instruments. PPMC and MANOVA were employed to analyze data that answered the research hypotheses.  Spatial visualization ability was found to be a correlate of students’ achievement in physics in this study. Score levels influenced the prediction between spatial visualization ability and physics achievement. Furthermore, gender influenced the prediction between spatial visualization ability and students’ achievement in physics in favor of male students. Also, school type influenced the prediction between spatial visualization ability and students’ achievement in physics in favor of the private schools that participated in this study. Among others, this study recommended that spatial visualization tests should be embedded in the pedagogical approach of physics teachers to foster physics achievement.