Understanding of Three Dimensional Diagrams

Abstract

As a policy matter a child should be admitted in class – I after attaining the age of year 5, but in our social setup that is rarely followed. That is why, the students of year – 8 were traced from class II, III and IV of 121 Government Primary /Primary Sections of Government Middle Schools of 15 Tehsils of Five Districts from Southern Punjab. In all, 7212 students were involved in the study. Major objective of the study was to find out the age category at which the students of year 8 understand three dimensional diagrams to minimum and maximum extent. Present age was calculated by subtracting physical age of each student as recorded in the admission register from the date of test administration. It was found that only 1240 (17.18%) of the total students were of year-8, sorted out 1.0% (24) students from class II, 20% (485) of class III, and 30.18% (731) of class IV. A standardized non-verbal test and a perception test were administered to achieve the objectives. After piloting the tool, there were 42 items comprising upon 15 rectangular, 20 hexagonal, and seven diagrams from real daily life. The results highlighted that maximum average scores were found for the age category of 8 year, 2 months and 15 days and minimum average scores in the first category of age for the sampled students.

Keywords: 3-D Diagrams, Perception, Primary Education, Understanding