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Enhancing Spatial Visualization Skills in First-Year Engineering Students

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Enhancing Spatial Visualization Skills in First-Year Engineering Students ENHANCING SPATIAL VISUALIZATION SKILLS IN FIRST-YEAR ENGINEERING STUDENTS DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Yosef S. Allam One-of-a-Kind Doctor of Philosophy The Ohio State University 2009 Dissertation Committee: Clark A. Mount-Campbell, Advisor Patricia A. Brosnan Robert J. Gustafson Douglas T. Owens Copyright by Yosef S. Allam 2009 ABSTRACT Spatial visualization skills are a function of genetics and life experiences. An individual’s genetic spatial visualization aptitude can be enhanced through proper instruction and practice. Spatial visualization skills are important to engineers as they help with problem formulation and thus enhance problem-solving ability. They are also vital to an engineer’s ability to create and interpret visual representations of design ideas. This study seeks to investigate the experiential factors affecting spatial visualization skills and methods with which these skills can be enhanced. This study also investigates the correlation between spatial visualization ability and pre-college life experiences, as well as spatial visualization ability and academic performance. Participants were selected from an introductory engineering course. Participants in the treatment and control groups were pre- and post-tested using the Purdue Spatial Visualization Test—Rotations to gauge spatial visualization ability. The treatment consisted of students being given a series of technology-generated representations of figures from various perspectives that may aid in visualization of these objects. Scores between the treatment and control groups were compared and checked for statistical significance. Participants were also given a questionnaire to complete. The answers from the questionnaire were coded for levels of pre-college experience in certain key areas that are hypothesized to aid in the development of spatial visualization skills. These quantitative experience levels were ii correlated to pre-test results to verify the hypothesis of these life experiences’ significance in spatial visualization ability development. The relationship between student academic performance and spatial visualization ability was also investigated. Instructional tool utilization and access effects on spatial visualization skill gains between pre-tests and post-tests were not significant. This is potentially due to a substitutive rather than additive effect to student experiences through usage of the instructional tool. Developmental experiences with stackable toys such as Legos and building blocks were a significant predictor of initial spatial ability, confirming previous findings. Developmental experiences with home improvement activities significantly affected graded performance in coursework. Initial spatial ability was also a significant predictor of course grades. Course grade and resource web-based applications can be used successfully in the deployment of open access electronic instructional tools. Institutional web applications can also be used to automate and conduct large studies. Access, utilization logging, grades, and enforcement of experimental design parameters and treatment group segregation can be provisioned via online course grade and resource repositories such as Carmen, by Desire-to-Learn, employed in this study. Improvements in data accessibility must be made in course web applications to facilitate more studies conducted in this manner. Improvements in usability, reporting, and analysis are necessary to allow for streamlined study implementation and data dissemination for educational research in courses employing web applications. Improvements to course web applications can allow educational researchers to effectively capitalize on this technology. iii DEDICATION For my family, my mother Magda, my father Serry, and my sister Dina. iv ACKNOWLEDGEMENTS It was through the guidance, support, and encouragement of many that the goals of this researcher were realized. Great thanks and appreciation are due to those that follow: Dr. Clark Mount-Campbell, my advisor, for his patience and latitude to allow me to find my own way, as well as his guidance and friendship throughout the years we have known each other. Our conversations over the years spurred many thoughts in new directions. Dr. Patti Brosnan, for her support and encouragement to consider various research methods, as well her openness to allowing me to perform mathematics education course projects with engineering students. These projects formed the initial groundwork for this study. Dr. Bob Gustafson, for allowing and encouraging me to use the First-Year Engineering Program as a laboratory for my research, as well as the many other opportunities which allowed me to gain experience in an environment rich in engineering education innovation. Dr. Doug Owens, for his help from the onset and throughout my journey into educational research. His guidance in the realm of pedagogical theory as well as selection of coursework best suited for my research interests and goals was indispensible. v Dr. John Merrill, who made available to me every opportunity in his power to allow me to pursue my passion for engineering education, and for keeping me informed of new developments and opportunities. Dr. David Tomasko, whose energy and passion for both research and engineering education are inspirational. Working with him and seeking his advice over the years has enriched my journey to this goal. All the fine people of The Ohio State University over the years who unfortunately cannot be listed here. The institution and its people have helped me realize my dreams. Finally, I would also like to thank my friends and family who encouraged me along the way and listened. Of particular note are my mother, father, and sister, as well as my friend Dr. Srikant Nekkanty, who empathized and commiserated, and my lifelong friend and confidant, Stephanie, for her help, encouragement, and critical eye in the final stages of this endeavor. vi VITA February 25, 1974………………………….. Born – Bayonne, New Jersey 1997………………………………………... B. S. Industrial and Systems Engineering The Ohio State University 1997 – 1999………………………………... Graduate Teaching Associate Industrial and Systems Engineering The Ohio State University 1999………………………………………... M. S. Industrial and Systems Engineering Specialization: Operations Research The Ohio State University 2002………………………………………... Instructor and Curriculum Developer First-Year Engineering Programs The Ohio State University 2002 – 2008………………………………... Graduate Teaching Associate, Lead Graduate Teaching Associate, Curriculum Developer First-Year Engineering Programs The Ohio State University 2008 – 2009……………………………….. NSF Graduate STEM Fellow in K-12 Education (GK-12) The Ohio State University 2009 – Present……………………………... Instructor First-Year Engineering Programs The Ohio State University vii PUBLICATIONS Allam, Y., & Irani, S. A. (1999). Systematic redesign of a manufacturing cell. In S. A. Irani (Ed.), Handbook of Cellular Manufacturing Systems (pp. 661-679). New York: Wiley. Allam, Y., Tomasko, D. L., Trott, B., Schlosser, P., Yang, Y., Wilson, T. M., & Merrill, J. (2008). Lab-on-a-chip design-build project with a nanotechnology component in a freshman engineering course. Chemical Engineering Education, 42 (4), 185- 192. FIELDS OF STUDY Major Field: One-of-a-Kind Doctor of Philosophy Engineering Education viii TABLE OF CONTENTS ABSTRACT ........................................................................................................................ ii DEDICATION ................................................................................................................... iv ACKNOWLEDGEMENTS ................................................................................................ v VITA ................................................................................................................................. vii LIST OF FIGURES ......................................................................................................... xiii LIST OF TABLES ........................................................................................................... xiv CHAPTER 1: CONTEXT, RATIONALE, AND THEORETICAL FRAMEWORK ....... 1 Problem Context ............................................................................................................. 1 Motivating Factors .......................................................................................................... 1 Problem Statement .......................................................................................................... 3 Research Questions ......................................................................................................... 4 Rationale: The Significance of Spatial Visualization Skills in Engineering Education ... 5 Theoretical Framework ................................................................................................... 6 Factors Affecting Spatial Visualization Ability........................................................... 6 Learning Theory and Cognitive Development ............................................................ 6 Piagetian Spatial Development................................................................................. 10 Representation .......................................................................................................... 15 Theoretical Implications ..........................................................................................
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