Abstract:
Many researches indicated that students’ spatial ability influences their academic performance in engineering drawing and design. Significantly, a major limitation of traditional instruction is the problem of presenting three-dimensional spatial information in a two-dimensional format. Yet, there is no evidence base of how spatial ability influence the Eng-drawing learners’ practice performance. This paper investigated the effects of the spatial ability level on novice Eng-drawing learners’ practice performance in terms of shorting the learning time and increasing the drawing accuracy or not. 32 students from architecture department at the Sirte university were assigned equally into two groups regarding to their SA scores (high vs. low) to undertake specific Eng-drawing learning tasks of deducing the orthographic projection from an isometric model. The time taken and drawing accuracy were recorded. The results indicated that SA significantly related to drawing accuracy, but had little effect on learning time.
