SPATIAL ABILITY AMONG HIGHER SECONDARY STUDENTS

The study aimed to find out the relation between the geometrical thinking level and the spatial ability level among female secondary students in Al-Madinah Al-Munawarh, Kingdom of Saudi Arabia. The researcher chose a random sample of (60) Student from secondary stage, scientific stream. In addition, researcher employed descriptive research design through developing a test to examine the spatial ability level and using (Van Hiele) test to measure the geometrical thinking level because of its suitability for the environment of Kingdom of Saudi Arabia. The frequencies, percentages, and Pearson Correlation Coefficient were conducted in the statistical analysis by the researcher. The results of the current study were the following: The geometrical thinking level was not high and the majority of participants were in the second level of geometrical thinking which is the analytical level. And the spatial ability level was not high and the majority of participants were in the first level spatial ability which is the spatial consciousness level. The study also showed a positive statistical relation between geometrical thinking level and the spatial ability level. The researcher suggested some recommendations at the end of research such as paying attention to develop the geometrical thinking level among the participants through using various teaching methods as directed discovery to solve problems, keeping away the routine performance which depends on the memorization of theories, and using the activities which improves the spatial ability level.

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Analysing Students’ Spatial Abilities in Chemistry Learning Using 3D Virtual Representation

Education Sciences ◽

10.3390/educsci11040185 ◽

2021 ◽

Vol 11 (4) ◽

pp. 185

Author(s):

Yuli Rahmawati ◽

Hanhan Dianhar ◽

Fadhillah Arifin

Keyword(s):

Secondary Students ◽

Spatial Ability ◽

Qualitative Methodology ◽

Molecular Geometry ◽

Spatial Abilities ◽

Abstract Concepts ◽

3D Objects ◽

Chemistry Learning ◽

Curriculum Topic ◽

Research Show

Students often have difficulty understanding abstract concepts in chemistry and a low spatial ability, especially in visualizing intermolecular interactions at the submicroscopic level. Therefore, this study aims to analyze the spatial ability of students by using a 3D virtual representation as they study the curriculum topic of molecular geometry. The research was conducted with 13 male and 23 female year 10 secondary students in Jakarta, Indonesia. A qualitative methodology was employed to analyze students’ spatial abilities while they undertook learning activities using 3D virtual representation. Data collection included a spatial assessment, a quiz about prior knowledge, student worksheets, interviews, observation sheets, reflective journals, and a molecular geometry test. Learning was carried out in three stages; engage, explore, and explain. The results of the research show that students’ ability in spatial orientation is low whereas their ability in spatial relationships that involve using mental manipulation and rotation of 2D or 3D objects is more developed. Students employ this approach to develop their understanding of molecular geometry.

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Manipulate Me

European Journal of Psychological Assessment ◽

10.1027/1015-5759/a000534 ◽

2020 ◽

Vol 36 (4) ◽

pp. 554-562

Author(s):

Alica Thissen ◽

Frank M. Spinath ◽

Nicolas Becker

Keyword(s):

High School Students ◽

Spatial Ability ◽

Convergent Validity ◽

Item Difficulty ◽

Test Results ◽

Response Elimination ◽

School Students ◽

Test Environment ◽

Response Options ◽

Construction Task

Abstract. The cube construction task represents a novel format in the assessment of spatial ability through mental cube rotation tasks. Instead of selecting the correct answer from several response options, respondents construct their own response in a computerized test environment, leading to a higher demand for spatial ability. In the present study with a sample of 146 German high-school students, we tested an approach to manipulate the item difficulties in order to create items with a greater difficulty range. Furthermore, we compared the cube task in a distractor-free and a distractor-based version while the item stems were held identical. The average item difficulty of the distractor-free format was significantly higher than in the distractor-based format ( M = 0.27 vs. M = 0.46) and the distractor-free format showed a broader range of item difficulties (.02 ≤ pi ≤ .95 vs. .37 ≤ pi ≤ .63). The analyses of the test results also showed that the distractor-free format had a significantly higher correlation with a broad intelligence test ( r = .57 vs. r = .17). Reasons for the higher convergent validity of the distractor-free format (prevention of response elimination strategies and the broader range of item difficulties) and further research possibilities are discussed.

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