Asian Journal of Education and Social Studies

This action research investigated the effectiveness of three-dimensional (3D) models in enhancing the understanding of Grade 4 students in volume, particularly in calculating the volume of rectangular prisms. Grounded in Piaget's theory of cognitive development, the study emphasized the value of hands-on learning during the concrete operational stage of cognitive development. Conducted at San Rafael Integrated School during the 2024–2025 school year, a quasi-experimental design was employed, involving 60 students divided into two groups: a control group and an experimental group. The control group received traditional instruction, while the experimental group was taught using physical 3D models. Results showed that while both groups scored below expectations in the pre-test, the experimental group demonstrated significantly greater improvement in the post-test (x̅ = 9.83) compared to the control group (x̅ = 6.93). This comparison was based on the mean increase in scores from the pre-test to the post-test, highlighting the impact of the 3D model intervention on student performance. A statistically significant difference was confirmed (t = 3.329, p = 0.002), and a large effect size (Cohen’s d = 0.860) indicated a strong positive impact of the intervention. In practical terms, an average student at the 50th percentile could advance to the 81st percentile when taught using 3D models—outperforming 81% of peers, compared to just 50% without the intervention. These findings highlight the pedagogical value of 3D models in enhancing spatial reasoning and conceptual understanding in mathematics education.