Enhancing students' spatial perception and self-directed learning skills through project-based learning in geography education

Abstract

The study examined the effectiveness of project-based learning (PBL) in developing spatial perception and self-learning skills among tenth-grade geography students. A quasi-experimental design was employed. The researcher developed a teacher's guide based on PBL, a Spatial Perception Test, and a Self-Learning Skills Scale, all of which were validated for reliability and validity. The sample consisted of 60 tenth-grade female students from Al-Mazar Comprehensive Mixed Secondary School during the first semester of the 2025/2026 academic year. Students were randomly assigned to an experimental group (n=30) and a control group (n=30). Data were analyzed using SPSS.

The findings revealed statistically significant differences in favor of the experimental group in both spatial perception and self-learning skills. PBL produced a large effect on spatial perception (69%) and a substantial effect on self-learning skills (57.1%), demonstrating its effectiveness in enhancing students learning outcomes in geography.

Introduction

The educational process has recently undergone radical transformations, as the methods of memorization are no longer able to meet the requirements of the 21st century and the imposed skills of critical thinking, communication, and creativity. With the development of knowledge and technology, the need for modern teaching strategies has emerged that focus on the role of the active learner instead of being a passive recipient of knowledge. Project-based learning is one of the most prominent of these strategies, especially in the teaching of geography because of its Applied and investigative nature, which enhances the skills of Planning, Research, Collaborative Work and the development of geographical awareness among learners.

Yahya (2005) believes that the basic function of geography is to provide information and facts about the World, enhance understanding of location, place and the relationship between places, realize and understand the nature of society, test values and attitudes towards the environment, as well as enhance research and investigation, sharpen mental and applied skills. He adds (al-Duwairi, 2014) that geography has a prominent role in the formation of an individual's personality and his value system; this is because geography examines the relationship between man and the environment and the influences reflected on human behaviors.

Al-Masoudi (2013) pointed out that teaching geography is related to Broad and complex topics, starting from the local environment to outer space, and from natural phenomena to humans; it calls for strategies and methods of education, as well as the acquisition of various skills. (Thomas, 2000) identified five elements of project-based learning: projects should be the core of the curriculum and not an additional activity, and the project should be based on an original problem that pushes the learner and challenges his thinking, then students conduct an organized survey in terms of collecting, analyzing and interpreting information and evidence, and give independence to the learner, guiding him to make decisions and choose ways and roles, and finally to simulate reality so that it connects with reality and connects knowledge to life.

(Hyenk, 2017) presents a conceptual framework in which he shows the nature of project-based learning in geography, where students are involved in problems related to authentic and realistic problems, constructively building learning through investigative and collaborative work. Geographical awareness is closely related to spatial perception, and Al-Kholy (1999) defined spatial perception as the process by which an individual becomes aware of the surrounding environment by interpreting and organizing the information obtained by the senses.

Study Problem

This study is based on new global trends in the educational context, which focus on the quality of Education, which indicate that success is measured not only by school exams, but in real exams; namely, facing real problems, managing crises and time, rotating experience, mental flexibility and success in real ways of life (Obaid, 2011). In the global framework as well, the National Council for social studies (2016) pointed out that one of the goals of teaching geography is to recognize spatial relationships and understand the natural and human system and the relationships between them.

At the Jordanian national level, the special framework for Social Studies Research, its standards, learning outcomes and performance indicators, issued by the National Center for Curriculum Development (2024), has emphasized the learning outcomes that enable the learner to understand natural phenomena and processes, the human system and the interaction between them.

The current study answers the following questions:

• Are there any significant differences at the level of significance (α=0.05) between the average scores of the experimental group and the average scores of the control group in the Spatial Perception Test attributable to the teaching method (project-based learning, the usual method)?
• Are there any significant differences at the level of significance (α=0.05) between the average scores of the experimental group and the average scores of the control group in the measure of self-learning skills attributable to the teaching method (project-based learning, the usual method)?

Objectives of the study

• Detection of statistically significant differences at the level of significance (α=0.05) between the average scores of students of the experimental group and the control group in the Spatial Perception Test attributed to the teaching method (project-based learning versus the usual method).
• Detection of statistically significant differences at the level of significance (α=0.05) between the average scores of students of the experimental group and the control group in the measure of self-learning skills attributed to the teaching method (project-based learning versus the usual method).

Importance of the study

The theoretical importance of the study is manifested in its reliance on the use of project-based learning in an integrative format that combines traditional paper projects such as the preparation of thematic maps, reports and leaflets, and digital projects such as virtual tours and presentations, enhancing understanding of the nature of this educational portal. The study also provides a teacher's guide entitled "Project-based learning while teaching geography to basic tenth grade students".

Boundaries and limitations of the study

1. Objective determinants: limited to the geographical techniques unit of the tenth-grade geography textbook.
2. Time limits: conducted in the academic year 2025/2026 first semester.
3. Spatial boundaries: Al-Mazar comprehensive mixed secondary school affiliated to the Directorate of Education of the Northern Mazar Brigade.
4. Human boundaries: tenth grade female students at Al-Mazar Comprehensive Mixed Secondary School.

Method and procedure

The researcher used the experimental curriculum with a semi-experimental design; due to its relevance to the nature of the study. The study subjects were randomly divided into two groups (experimental and control), and the effectiveness of the independent variable was investigated across the dependent variables (spatial perception and self-learning skills).

Study tools

First: Spatial Perception Test. Designed to measure spatial perception skills across four main areas: Observation, Comparison, Perception of relationships, and Explanation. Content validity was verified by a panel of educational supervisors and university professors.

Second: Self-learning skills scale. Built through a literature review (e.g., Liu & Laxman, 2009; Al-Obaikan, 2022) to determine five core areas: planning, time management, the use of technology and learning resources, taking responsibility for learning, and self-evaluation. The finalized scale comprised 36 paragraphs evaluated on a triple Likert scale: High (3), Medium (2), Weak (1).

Results

Results related to the first question (Spatial Perception)

Results related to the second question (Self-Learning Skills)

Results discussion

This result indicates that the project-based learning strategy has effectively contributed to the development of students' spatial perception, as it provided an active learning environment that makes the student the focus of the educational process, and moves him from the role of the recipient to the role of researcher and explorer of knowledge. This is explained by the fact that project learning is based on addressing real-world problems, research, investigation, and interaction with the surrounding environment, which is consistent with the constructivist foundations that affirm that learning becomes more profound when the learner builds his own knowledge through direct experience.

The interactive digital environments allowed learners to explore space dynamically and conduct spatial and temporal comparisons. Applications such as ArcGIS Earth and satellite imagery enhanced their ability to analyze spatial relationships accurately.

Recommendations

• Directing geography teachers to employ project-based learning, because of its effectiveness in developing students' spatial perception and self-learning skills.
• Directing the supervision and training department at the Ministry of education to hold training courses for geography teachers to employ project-based learning, and to take advantage of the teacher's guide.
• Directing universities and teacher training centers to provide training curriculum entitled "Project-Based Learning, and the mechanisms of its application in teaching geography".
• Directing the authors of geography books to further include and diversify learning projects.