Advisers

Ryan Christopher M. Villalon, PhD

Discipline

Education

Abstract

This study examined a 3D human skeletal model in relation to Grade 6 learners’ understanding of the human skeletal system at Tandang Sora Elementary School. It addressed identification and location of bones, learner perceptions of the 3D model, and differences by age, gender, and preferred digital tool. The original Methods section primarily reported results. It stated that the quasi-experimental study involved 206 participants and used pretests, posttests, surveys, and nonparametric analysis. It further reported that proficiency increased from low to proficient or highly proficient after use of the 3D skeletal model. Additional study-specific procedural details were not provided. Students rated the 3D model highly for sensory, interactive, collaborative, and cognitive learning. They perceived its tactile and engaging features as supporting motivation, participation, and understanding. The study reported no significant differences in learning gains by age, gender, or preferred digital tool. The study concluded that the 3D Human Skeletal Model supported students’ understanding and engagement in elementary science. Because the study was limited to one school and one lesson, broader generalization requires caution. The researchers recommend further evaluation of 3D tools across grade levels and science topics.

Keywords

experiential learning, 3d human skeletal model, elementary science education