Explicit Instructions to Improve Spatial Visualization Skills of College Engineering Students

Abstract

The main goals of this study were to utilize an explicit instruction approach to develop mini modules to teach principles and techniques involved in spatial visualization skills to college engineering students. Mini modules were developed to enhance the spatial visualization skills of engineering students enrolled in the course Introduction to Civil Engineering. We utilized an experimental group, in which an explicit instruction intervention was implemented immediately after a pretest, and a waitlist control group, in which explicit instruction was delivered as a delayed intervention, with 28 college students in each group. Findings indicated that explicit instruction significantly enhanced performance in the experimental group and the waitlist control group and that the intervention rendered maintenance effects in both groups. The visual spatial skills and the explicit instruction intervention demonstrated significant main effects on student performance. However, the interaction effect between the visual spatial skills and the explicit instruction was not significant. Our findings were aligned with the practices of explicit instruction and supported the notion that all students can benefit from direct, well-structured, fully guided instruction from expert-level instructors.