The Effectiveness of Human Graphing Activities as a Kinaesthetic Learning Tool among Secondary Students in Terengganu

Abstract

Human Graphing is an activity in which learners physically position themselves according to data or responses, designed and facilitated by teachers. It has the potential to enhance engagement, interaction, and comprehension, yet its effectiveness in secondary schools is under-researched. This study examined teachers’ and students’ perceptions of Human Graphing and its impact on engagement, understanding, and memory. A quantitative design was employed, using structured online questionnaires administered to 40 teachers and 100 secondary school students in Terengganu. Descriptive statistics summarised demographic and perception data, Cronbach’s Alpha assessed reliability, independent samples t-tests compared perceptions between groups, and Pearson correlation analysis explored the relationship between students’ perceptions and learning outcomes. Findings indicated that teachers held highly positive views of Human Graphing’s effectiveness (overall M = 4.11; α = 0.918), particularly in clarifying abstract concepts and increasing student interest. Students similarly reported favourable perceptions (overall M = 3.93; α = 0.779), noting improvements in enjoyment, understanding, and peer interaction. The t-test showed no significant difference between teachers’ and students’ perceptions, t(138) = 1.35, p = 0.181, suggesting both groups valued the strategy equally. A strong positive correlation was observed between students’ perceptions and their understanding and memory (r = 0.796, p < 0.001), indicating that more positive attitudes toward Human Graphing were associated with better comprehension and retention. Overall, the study provides evidence that Human Graphing is an effective kinaesthetic learning tool that promotes engagement, deepens understanding, and strengthens memory, supporting its potential for wider implementation in secondary school teaching and learning.