Abstract

In their most basic form, visual-spatial skills become part of our everyday life. Common daily activities such as designing, arranging furniture, fixing equipment, maneuvering a car, and learning the way around a building require these skills. These skills are also of great importance in different fields of study especially in the STEM (Science, Technology, Engineering, and Mathematics) education (Ilic and Djukic, 2017). In the Philippines, the Department of Education implemented the Enhanced Basic Education Act of 2013 which comprises the Senior High School Program consisting of different tracks that are intended to prepare the students to enter into college and master the prerequisite skills needed in professional courses. Under the STEM track, the four disciplines are integrated based on real life application of different skills, one of which is the visual-spatial skill. In line with this, the Department of Education recognizes as a feature of the curriculum the Multiple Intelligence to assist students in identifying their type of intelligence which also includes the visual-spatial type. This gives them an idea to what course they are inclined to and targets their strengths, interest, and learning for them to apply the appropriate skills required. In recent years, the development of new technologies provided further emphasis on these skills, specifically the visual-spatial skills in various fields and courses. One of the most common courses requiring these skills is Architecture. An important aptitude for students studying this course is their ability to comprehend and visualize space. Architecture integrates creative design with technical knowledge as it influences the way in which the built environment is planned, designed, made, and maintained. This reality is a part of their life as students and as professionals in the future.