Evaluation of STEM students' spatial abilities based on a novel net cube imagination test

Abstract

This study aimed to determine the level of spatial ability among STEM students. A universal multiple-choice test was prepared. The validity of the test and the effectiveness of its application were tested. The test is an extension of those currently in use. It contains tasks on spatial perception, spatial visualization, mental folding, rotation of spatial elements, and representation of spatial elements on a plane. The test consists of 16 tasks showing a cube with lines located on the walls. The student's task was to determine the development of the cube and mentally construct a cube based on the development. The results of the test determined the level of progress of the group (105 participants), and showed that a significant number of students have difficulties in perceiving and working with a three-dimensional object. On average 55% of the questions were answered correctly. For the group tested, reading a flat drawing and determining axonometry proved easier than other task. Students who attended technical high school or had design experience scored better. During the course, measures to improve teaching were introduced. Spatial model work was strengthened and initial tasks were adjusted according to the level of the group. Emphasis on teamwork and consultation was introduced for those with the lowest scores. The applied modifications in classroom management had a good effect. The average of the final grade was B. The test is a useful tool for academics and students to study spatial ability and improve teaching activities for STEM students.