Academic Performance in Geometry and Visualization Skills of Pre-Service Teachers
DOI:
https://doi.org/10.14419/gvtftt85Published
19-12-2025Keywords:
Academic Performance; Geometry; Pre-Service Mathematics Teachers; Spatial Visualization; Visual ImageryAbstract
This descriptive-correlational study aimed to enhance the visual imagery and spatial visualization skills in Geometry of pre-service Mathematics teachers, with the end goal of preparing a learning enhancement material. It described the academic performances and visualization skills of 147 pre-service Mathematics teachers, who have taken up Plane and Solid Geometry, stratified from selected colleges and universities in Batangas. The relationship between the levels of their visualization skills and their academic performances in Plane and Solid Geometry was found out. The difficulties encountered by the respondents in solving problems in Geometry, relative to their visualization skills, were also assessed. Results from the findings revealed that the average pre-service Mathematics teacher possessed good academic performance in Plane and Solid Geometry, medium levels of visual imagery and low levels of spatial visualization. The academic performances of pre-service Mathematics teachers in Geometry significantly correlated with their visualization skills. Lastly, most of the pre-service Mathematics teachers often encountered difficulties in solving problems in Geometry relative to their visualization skills. The Visual Enhancers Toolkit was prepared for pre-service Mathematics teachers as a learning enhancement material in Geometry to further develop their visualization skills.
References
Aprecia, N. A. B., Barrera, G. A., Cuares, K. R. A. Cuison, M. J. L., Lazaro, M. K. D., Pat-i, K. K. M., & Sayson, Y. J. H. (2022). A descriptive correlational study on the physical environment and perceived academic performance of STEM online learners. In SHS Research Congress 2022 Proceedings. De La Salle University Animo Repository. https://animorepository.dlsu.edu.ph/conf_shsrescon/2022/paper_cli/3/
Bombio, W., & Del Rosario, A. L. (2022). English Language Proficiency and Geometric Proof Skills of Students. International Journal of Science, Technology, Engineering and Mathematics, 2(2), 29-47. https://doi.org/10.53378/352890.
Borgstede, M., & Scholz, M. (2021). Quantitative and qualitative approaches to generalization and replication–A representationalist view. Frontiers in psychology, 12, 605191. https://doi.org/10.3389/fpsyg.2021.605191.
Campos, Alfredo; Gonzalez, Maria Angeles; Amor, Angeles (2002). The spanish version of the vividness of visual imagery questionnaire: factor structure and internal consistency reliability. Psychological Reports, 90(2), 503–506. https://doi.org/10.2466/pr0.2002.90.2.503.
Casilla, L. A., & Agustin, M. L. (2021). Strategic intervention for Mathematics 1. UCC Center for Research and Development. https://ucccenteforresearchdevelopment.wordpress.com/2021/07/04/strategic-intervention-for-mathematics-1/.
Cohen, C. A. & Hegarty, M. (2012). Inferring cross sections of 3D objects: A new spatial thinking test. Learning and Individual Differences, 22(6), 868-874. https://doi.org/10.1016/j.lindif.2012.05.007.
Commission on Higher Education. (2017). CHED Memorandum Order No. 75, series of 2017: Policies, standards and guidelines for Bachelor of Secondary Education (BSEd) [Memorandum]. Republic of the Philippines.
Cordero, C. (2023). Technological, pedagogical, content knowledge and mathematics performance of pre-service teachers. Masters’ Thesis. Batan-gas State University. Batangas City, Batangas.
Department of Education. (2019). PISA 2018 Philippine national report. Department of Education. Retrieved from https://www.deped.gov.ph/wp-content/uploads/2019/12/PISA-2018-Philippine-National-Report.pdf.
Department of Education. (2019). Sulong Edukalidad: DepEd’s battlecry moving forward [Press release]. Department of Education. Retrieved from https://www.deped.gov.ph/2019/12/03/sulong-edukalidad-depeds-battlecry-moving-forward/.
Dejoras, A.W.A., & Vistro-Uy, C.P. (2022). Pre-service Secondary Mathematics Teachers’ Definitions of Mathematics Terms in their Video-Lesson Presentations: A Deductive Content Analysis. Matimyás Matematika, 45(1), 27-48. http://mathsociety.ph/matimyas/images/vol45/DejorasMatimyas.pdf.
Downing, R. E., Moore, J. L., & Brown, S. W. (2005). The effects and interaction of spatial visualization and domain expertise on information seek-ing. Computers in human behavior, 21(2), 195-209. https://doi.org/10.1016/j.chb.2004.03.040.
Erdogan, A. (2017). Examining Pre-Service Mathematics Teachers' Conceptual Structures about" Geometry". Online Submission, 8(27), 65-74.
Fastame, M. C. (2021). Visuo-spatial mental imagery and geometry skills in school-aged children. School Psychology International, 42(3), 324–337. https://doi.org/10.1177/0143034321992458.
Godoy, G. P. B., Liwag, M. G. H., Sapadin, J. M. B., Tanyag, N. L., & Osera, L. C. (2017). Multiple intelligences of Grade 7 students: Basis for enhancement activities development. The College of Teacher Education Research Journal, Vol. 4, 117–123. Batangas State University, Batangas City, Philippines. ISSN 1908-9821.
Goldstein, B. E. (2008). “Glossary.” Cognitive Psychology Connecting Mind, Research, and Everyday Experience. 3rd Edition. Wadsworth Cen-gage Learning. Copyright 2011. https://doi.org/10.1002/9780813804361.gloss.
Görselleştirme, Ö. A. U. (2017). A Study on Pre-Service Teachers’ Spatial Visualization Ability and Spatial Anxiety1. Kastamonu Eğitim Dergisi, 33.
Khine, M. (2017). Visual-spatial ability in STEM education: Transforming research into practice. 10.1007/978-3-319-44385-0. https://doi.org/10.1007/978-3-319-44385-0.
Kurniati, D., Sunardi, S. U. N. A. R. D. I., Trapsilasiwi, D., Sugiarti, T., & Alfarisi, M. A. (2018). Thinking Process of Visual-Spatial Intelligence of 15-year-old Students in Solving PISA Standard Problems.
Kurtulus, A., & Uygan, C. (2010). The effects of Google Sketchup based geometry activities and projects on spatial visualization ability of student Mathematics teachers. Procedia-Social and Behavioral Sciences, 9, 384-389. https://doi.org/10.1016/j.sbspro.2010.12.169.
Kosslyn, S. M., Thompson, W. L., & Ganis, G. (2006). The case for mental imagery. Oxford University Press. https://doi.org/10.1093/acprof:oso/9780195179088.001.0001.
Maamin, M., Maat, S. M., & Iksan, Z. H. (2021). Analysis of the Factors That Influence Mathematics Achievement in the Asean Countries. Cypriot Journal of Educational Sciences, 16(1), 371-389. https://doi.org/10.18844/cjes.v16i1.5535.
Magas, J. (2023). Predictors of student’s performance in TIMSS mathematics released items. Psychology and Education: A Multidisciplinary Jour-nal, 6(11). Retrieved from https://ejournals.ph/article.php?id=21022.
Marasigan, M. (2016). Development of a diagnostic test for grade 8 mathematics secondary students in public schools. Masters’ Thesis. Batangas State University. Batangas City, Batangas.
Marks, D. F. (1973). Vividness of Visual Imagery Questionnaire (VVIQ) [Database record]. APA PsycTests. https://doi.org/10.1037/t05959-000.
Metzger, M. R. (2019). Understanding Pre-service Teachers’ Spatial Reasoning and How It Affects Their Work with Elementary Students (Doctoral dissertation, The University of Nebraska-Lincoln).
National Council of Teachers of Mathematics. (2000). Principles and Standards for School Mathematics: Executive Summary. National Council of Teachers of Mathematics. Retrieved from https://www.nctm.org/uploadedfiles/standards_and_positions/pssm_executivesummary.pdf.
Olkun, S., Smith, G. G., Gerretson, H., Yuan, Y., & Joutsenlahti, J. (2009). Comparing and enhancing spatial skills of pre-service elementary school teachers in Finland, Taiwan, USA, and Turkey. Procedia-Social and Behavioral Sciences, 1(1), 1545-1548. https://doi.org/10.1016/j.sbspro.2009.01.271.
Omar, M., Ali, D. F., Surif, J., Mokhtar, M., Jumaat, N. F., Samah, N. A., & Ashari, Z. M. (2019). Improving Spatial Visualization Skills in Educa-tional Settings. Indian Journal of Public Health Research & Development, 10(9). https://doi.org/10.5958/0976-5506.2019.02716.5.
Patac Jr, A. V., Patac, L. P., & Crispo Jr, N. E. (2022). Students' Understanding of a Geometric Theorem: A Case of Grade 9 Problem Posing. Jour-nal of Research and Advances in Mathematics Education, 7(2), 105-115. https://doi.org/10.23917/jramathedu.v7i2.16394.
Patkin, D., & Plaksin, O. (2019). Procedural and relational understanding of pre-service mathematics teachers regarding spatial perception of an-gles in pyramids. International Journal of Mathematical Education in Science and Technology, 50(1), 121-140. https://doi.org/10.1080/0020739X.2018.1480808.
Patkin, D., & Sarfaty, Y. (2012). The effect of solid geometry activities of pre-service elementary school mathematics teachers on concepts under-standing and mastery of geometric thinking levels. Journal of the Korean Society of Mathematical Education. Series D: Research in Mathematical Education, 16(1), 31-50.
Putri, R. O. E., Zulnaidi, H., & Rahim, S. S. A. (2025). Investigating current patterns in spatial learning within the context of mathematics education in Asia: A systematic review. Contemporary Mathematics and Science Education, 6(1), ep25006. https://doi.org/10.30935/conmaths/16110.
Sadoski, Mark & Paivio, Allan. (2000). Imagery and Text: A Dual Coding Theory of Reading and Writing. 10.4324/9780203801932.
Sadoski, M., McTigue, E. M., & Paivio, A. (2012). A dual coding theoretical model of decoding in reading: Subsuming the Laberge and Samuels model. Reading Psychology, 33(5), 465-496. https://doi.org/10.1080/02702711.2011.557330.
Schaffhauser, D. (2012). Picture perfect: Teaching to visual literacy. THE Journal. https://thejournal.com/articles/2012/12/19/picture-perfect-teaching-to-visual-literacy.aspx.
SEI-DOST & MATHTED, (2011). Mathematics framework for philippine basic education. Manila: SEI-DOST & MATHTED. ISBN 978-971-8600-48-1. http://www.sei.dost.gov.ph/images/downloads/publ/sei_mathbasic.pdf.
Sima, J. (2011). Applying a cognitive model of mental imagery to neuropsychological results. In Conference Abstract: XI International Conference on Cognitive Neuroscience (ICON XI). doi: 10.3389/conf. fnhum (Vol. 316).
Sutiarso, S. (2023). Systematic literature review on the recent three-year trend mathematical representation ability in scopus database. Infinity Jour-nal, 12(2), 243-260. https://doi.org/10.22460/infinity.v12i2.p243-260.
Thomas, N. J. T. (2014). The multidimensional spectrum of imagination: Images, dreams, hallucinations, and active, imaginative perception. Human-ities, 3(2), 132-184. https://doi.org/10.3390/h3020132.
van Garderen, D. (2006). Spatial Visualization, Visual Imagery, and Mathematical Problem Solving of Students with Varying Abilities. Journal of Learning Disabilities, 39(6), 496–506. https://doi.org/10.1177/00222194060390060201.
Versoza, Debbie Marie B. (2020) Pre-service elementary teachers’ reasoning in introducing multi-digit subtraction, International Journal of Mathe-matical Education in Science and Technology, 51:6, 876-892, https://doi.org/10.1080/0020739X.2019.1647573.
Vukovic, R. K., & Lesaux, N. K. (2013). The language of mathematics: Investigating the ways language counts for children's mathematical devel-opment. Journal of Experimental Child Psychology, 115(2), 227–244. https://doi.org/10.1016/j.jecp.2013.02.002.
Zeng, C., Fielding, D., Peeters, R. et al. Visual imagery skills and risk attitude. Sci Rep 12, 21415 (2022). https://doi.org/10.1038/s41598-022-25627-y.