Effects of Architectural Models in Teaching on Students’ Performance in Technical Drafting

Abstract

This study assessed the effectiveness of scaled architectural models in improving the Technical Drafting performance of Grade 9 students. Guided by Constructivist and Experiential Learning theories, the study employed a quantitative quasi-experimental pretest–posttest control-group design involving 83 students assigned to the control and experimental groups. The control group received traditional two-dimensional instruction, while the experimental group was taught using scaled architectural models. A 50-item standardized test was administered as a pretest and posttest. Data were analyzed using means, standard deviations, and t-tests. Both groups had similar pretest scores. After instruction, the control group reached a satisfactory level, while the experimental group achieved outstanding results. Significant differences were found in posttest scores, pretest–posttest comparisons, and mean gain scores, with the experimental group outperforming the control group. Scaled architectural models may enhance students’ Technical Drafting performance and serve as a practical method to improve spatial learning and develop STEM-related competencies in Technical-Vocational-Livelihood education.