Advisers

Michael L. Bersamin, LPT

Discipline

Education

Abstract

This study examined the effectiveness of an interactive pop-up book in enhancing spatial-reasoning skills among Grade 7 students at Novaliches High School. Guided by Cognitive Load Theory and the Input–Process–Output model, it addressed mental rotation, spatial orientation, pattern recognition, and visual-spatial relationships in learning volume in solid geometry. Because conventional instruction may not adequately develop these skills, the study evaluated a hands-on and visually engaging instructional material and considered learner understanding, demographic characteristics, and implementation challenges. The study used a quantitative, quasi-experimental, one-group pretest–posttest design involving 132 Grade 7 students from three sections selected through purposive sampling. Researcher-made pretests and posttests and a survey questionnaire were used. Data were collected over four days and analyzed using frequency, percentage, standard deviation, a paired-samples t-test, Pearson r, and Likert-scale interpretations to assess mental rotation and spatial-reasoning outcomes. The results showed improvement in students’ spatial reasoning and understanding of volume in solid geometry after use of the interactive pop-up book. Posttest findings indicated gains in mental rotation, spatial orientation, pattern recognition, and visual-spatial relationships. Students reported that the material simplified structural complexity, reduced unnecessary information, and supported schema development. Some students nevertheless experienced difficulty labeling parts and applying concepts, indicating a need for teacher guidance. The findings indicate that the interactive pop-up book supported Grade 7 students’ spatial reasoning and comprehension of solid geometry. Posttest and self-rated outcomes reflected progress in mental rotation, spatial orientation, and visual-spatial relationships. The study recommends age-appropriate interactive materials, simplified structures, guided practice, regular assessment, and sustained teacher support to connect visual learning tools with abstract mathematical problem-solving.

Keywords

cognitive load theory, interactive pop-up book, solid geometry, volume, mental rotation, pattern recognition, spatial orientation, visual-spatial relationships, 3d learning