Construction quantification competency: effects of 3D representation in the sub-professional skills among students / Norhafizah Yusop

Problem-solving competency is a significant part of professional skills talent, especially for technical education of job-specific skills like the construction professionals. Hence, in the quantity surveying (QS) competency-based training, the initiative in searching for the most effective means to improve students’ construction quantification problemsolving ability is critical. The study investigated whether using a new instructional format of 3D representation could improve students’ technical skills in construction quantification course learning. The data for the study was collected from two public education institutions students (N=390) in Malaysia. Five research instruments were used, namely demographic questionnaire, spatial visualisation ability test (SVAT), group embedded figures test (GEFT) and construction quantification test (CQT). A descriptive and inferential statistical test revealed that students with different cognitive abilities, styles, and demographic factors (gender, age, and cultural environment) categories had used the 3D representation instructional format in a different pattern. Interestingly, the findings obtained from the correlational and group comparison analysis between variables contributed to diverse effects, except for different age categories. The research results emphasised that the intervention of 3D representation instructional format in the construction quantification course learning could significantly improve students’ competency in construction quantification learning. The findings revealed that at-risk students with low spatial visualisation ability (SVA), being female, novice, and lacking involvement in spatial activities, need maximum interactions with the intervention of 3D instructional format. On the other hand, students with high SVA, being male, skilful, and more involved in spatial activities, need minimum interactions with the 3D representation instructional format. The findings showed that individual differences impact the interaction with the learning instruction to a different level. Consequently, the 3D representation instructional format should be developed progressively and implemented in construction quantification course learning because lack of thought on individual differences’ aspects such as cognitive, demographic, and instructional format could influence the quality of technical skills. The critical contribution of this study is the positive implications from the intervention in suggesting a more meaningful approach that could assist the lack of skills students to enhance understanding and the construction quantification competency. To improve the skills and knowledge, both the at-risk and typical students could benefit from the 3D representation instructional format intervention. In addition, the positive findings from the practical competency-based training guideline could profit the educational and industrial stakeholders in solving the construction quantification learning problems.