Abstract
Spatial visualization skills have been identified as critical competence for success in STEM disciplines, particularly in engineering and technology fields. Several academic institutions have implemented a policy to have first-year students tested on such competence, and several initiatives to improve visualization skills have been implemented. A standardized visualization test (i.e., PSVT:R), which is widely accepted as indicator of spatial visualization skills, is used as an indicator to evaluate students. The goal of this study is to identify the most influential factors in the standardized test that will help in predicting score improvement, and therefore indicating adequate academic intervention. In this study the main factors are the specific question numbers in the standardized test (PSVT:R consist on 30 question with increasing degree of difficulty). The academic intervention is the equivalent to a one-credit course offered that focuses on improving spatial visualization skills. The improvement is measure by comparing pre- and post- intervention scores by incoming students.
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