Students taught with two- or three-dimensional visual objects identified visual objects significantly better than conventionally taught students¶

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? One-way ANOVA on visual-object identification scores showed a significant difference among the two-dimensional, three-dimensional, and control groups (F = 4.599, p = .012), with the three-dimensional group highest and the control group lowest. → 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

ANOVA (Table 5) on identification scores of 120 JSS1 students: two-dimensional group mean 10.7750 (SD 1.95445), three-dimensional group mean 11.3500 (SD 1.88856), control mean 9.9500 (SD 2.35285). No effect size is printed.

"subjected to one way Analysis of Variance as shown in table 5 an F-ratio of 4.599 was obtained. This value is significant at 0.05 level. This implies that there is a significant difference in the ability to identify visual objects in the experimental and control groups."

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