The Relationships of Spatial Experience, Previous Mathematics Achievement, and Gender with Perceived Ability in Learning Engineering Drawing.

This study examined the relationships among three factors namely spatial experience, previous mathematics achievement and gender, with students’ perceived ability to learn Engineering Drawing at the foundation year. A correlational and regressional descriptive design was utilized involving 224 students of secondary schools. Two survey instruments comprising Spatial Experience Questionnaire (SEQ) and Student Questionnaire (SQ) were administered to elicit participants’ demographics and their perceived ability to learn the course. Correlational analysis found a significant correlation between perceived ability and spatial experience. Perceived ability was slightly correlated with previous mathematics achievement and gender. Regressional analysis attested spatial experience as the only variable to have a strong predictive power to account for variation in perceived ability.

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