Abstract

Abstract: This study aims to uncover the impact of using iPads in teaching the 3D shapes unit and promoting spatial visualization and achievement in mathematics among eighth-grade students. The study was conducted in Al-Hassad Schools and used a quasi-experimental method. The sample consisted of 118 eighth-grade students enrolled in the second semester of the academic year 2014 to 2015. The students were placed randomly in two groups: 62 students in the control group and 56 in the experimental group. The researcher developed a 3D model from a textbook unit, a spatial perception test, and a mathematics achievement test. The study revealed the following findings: (1) the effectiveness of an iPad-enhanced 3D model in improving students’ mathematical achievement, (2) the effectiveness of using iPads in promoting spatial perception among eighth-grade students, (3) a statistically significant correlation between the level of spatial perception and their achievement in mathematics, and (4) a statistically significant difference in the effectiveness of using iPads to facilitate the students’ achievement in mathematics and spatial development, which is attributed to gender difference and favored female participants. In conclusion, the study recommends the use of iPads to facilitate teaching and learning mathematics and promoting the development of students’ spatial perception. Moreover, it also suggests paying more attention to male students. It also provided evidence for the need to conduct future studies to develop special applications for iPads to better facilitate teaching and learning mathematics and other materials in Arabic and finally, recommends incorporating iPads in teaching practices within schools and classrooms.