Teaching drawing with visual objects (2D or 3D) produces higher post-test drawing-skill scores than conventional teaching without visual objects¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? JSS1 students taught drawing with two- and three-dimensional visual objects scored significantly higher on post-test drawing achievement than students taught by conventional method (F = 14.163, p < 0.05). → Abass et al. 2014

Evidence¶

Abass et al. 2014¶

Bada Tayo Abass, Bello Isyakka, Ijisakin Yemi Olaolu & Fajuyigbe Michael Olusegun. (2014). Effects of Two and Three-Dimensional Visual Objects on the Acquisition of Drawing Skills among JSS1 Students in Osun State, Nigeria. World Journal of Education, 4(1). https://doi.org/10.5430/wje.v4n1p62

q2 · i? · causal · r2

Pretest-posttest control-group experiment: 120 JSS1 students randomly assigned to a three-dimensional objects group, a two-dimensional objects group, and a conventional-method control (n = 40 each). ANCOVA on post-test VOAT scores yielded "an F-ratio of 14.163 which is significant at 0.05 level"; no effect size is printed.

"As shown in Table 1.1, these values yielded an F-ratio of 14.163 which is significant at 0.05 level. This suggests that the post-test mean scores of subjects in the groups were statistically different."

Discussion¶

Related Claims¶

• No significant difference was found in drawing-skill acquisition between male and female students taught with two- and three-dimensional visual objects — related
• Three-dimensional visual objects produced higher post-test drawing performance than two-dimensional visual objects, and both experimental groups outperformed the control group — a narrower finding that bears on this claim
• Students taught with two- or three-dimensional visual objects identified visual objects significantly better than conventionally taught students — related
• 3D virtual-reality lecture was statistically non-inferior to 2D lecture on knowledge and rated better on spatial understanding and enjoyment (Kockro et al.) — related
• Interactive 3D stereoscopic video produced higher post-test scores on anatomical relationships and clinical reasoning than 2D video (Bernard et al.) — related
• VR-based anatomy teaching moderately improves learners' examination scores compared with traditional or 2D digital methods — related