DOES ENGINEERING GRAPHICS AND DESIGN SCHOOL BACKGROUND MATTER IN SPATIAL SKILL’S DEVELOPMENT AMONG UNIVERSITY PRE-SERVICE TEACHERS IN THE SUBJECT TECHNOLOGY?

This paper investigated, through spatial skill diagnosis, the effect of Engineering Graphics and Design school’s background towards learning the subject Technology in their degree course. The study made use of the Spatial Ability Practice test by Newton and Bristoll to assess pre-service teachers’ spatial skill in the Design process of the subject Technology. The spatial skills test used had two sections: the rotations and the matching blocks section. A total of 41 pre-service teachers (26 female and 15 male students) took part in the study. Data was analyzed using graphs and tables to determine and compare pre-service teachers’ spatial skills. Findings revealed that EGD background from secondary school does matter towards spatial skills’ development. It was also found that 68% of the pre-service teachers came into the BEd programme without EGD background from school and their performance improved after the intervention was put in place. The study recommends that spatial skills’ diagnosis be made in order to give students EGD basics and further investigation be made to compare gender differences in spatial skills. The study also recommends that the drawing component in the school curriculum in Technology be strengthened to assist in developing spatial skills in learners for tertiary technical fields.