Document Type : Original Research Paper


1 1Department of Educational Sciences, Educational Technology Faculty, Sari Farhangian University, Mazandaran, Iran

2 Department of Educational Technology Faculty, Islamic Azad University, Tehran Central Branch, Tehran, Iran


Background and Objectives: This study aims at examining the effect of real-world teaching model on the visual-spatial visualization focusing on the role of technical self-efficacy of male technical-engineering students in technical drawing.
Methods: This study applies semi-experimental design using pretest-posttest method. The statistical population of the study includes 400 male associate students in technical courses among whom 40 students were selected as the sample, using random cluster sampling method. The instruments included researcher-made questionnaires of technical self-efficacy, visual-spatial visualization and evaluation of real-world teaching model. The validity and reliability of the aforementioned questionnaires were measured using the content validity as well as considering the ideas and suggestions of experienced professors, curriculum and psychology experts. Cronbach’s Alpha coefficient for subscales of self-confidence, motivation and perseverance, innovation and questionnaires of technical self-efficacy, visual-spatial visualization, evaluating a real-world teaching model   were found to be 0.88, 0.75, 0.81, 0.90, 0.80 and 0.77, respectively.
Findings: The results showed that the real-world teaching model has an influence on the male engineering students’ technical self-efficacy, its dimensions, and their visual-spatial visualization in technical drawing; and technical self-efficacy, with its mediating effect, is effective on the influence of real-world learning model on students’ visual-spatial visualization. Students are suitably satisfied with the teaching method that is based on the real-world model in the components involved in using this model to understand the maps, geometrical design, tangible 3-D models, and usefulness of the real-world models. However, their satisfaction with the components of using and applying practical teaching of the real-world models is not appropriate.
Conclusions: Real models enhance students' vision for preparing the maps on the basis of the real-time industrial model as well as its reconstruction. Drawing maps on the basis of 3D images, simplifying the design of maps, and facilitating the process of working with real-time industrial collections and mechanisms to identify and understand the solutions for technical problems lead students to gain new and innovative experiences.


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