Effects of Physical Education Learning Activities Using Manipulative Movement on Spatial Ability of Lower Secondary Students

Abstract

This quasi-experimental research aimed to (1) compare the spatial ability scores of lower secondary students before and after the experiment between the experimental and control groups, and (2) compare the post-experimental spatial ability scores between the experimental and control groups. The sample consisted of 60 Grade 8 students selected through purposive sampling. They were assigned to an experimental group (n = 30), which received physical education learning activities using manipulative movement based on Bruner’s learning theory, and a control group (n = 30), which received regular physical education instruction. The intervention lasted 8 weeks, with one session per week, 60 minutes per session. Research instruments included eight lesson plans for physical education activities (IOC = 0.87) and a spatial ability test developed according to Newton’s (2009) concept (IOC = 0.96). Data were analyzed using mean, standard deviation, and t-test.

The results indicated that (1) the experimental group had significantly higher overall spatial ability scores after the intervention compared to before the intervention at the .05 level, and (2) the experimental group had significantly higher post-test spatial ability scores than the control group at the .05 level. These findings suggest that physical education learning activities incorporating manipulative movement are effective in enhancing spatial ability among lower secondary students.