Abstract
In this research, it is aimed to determine the spatial visualization skills of the secondary school students, evaluate them in terms of some variables, and compare with their achievements of the mathematics and science course. Descriptive and correlational screening models were used in the study. The sample of the research is 506 secondary school students. The Spatial Visualization Test and a personal information form were used. Descriptive statistics, independent sample t-test, one-way analysis of variance and the Spearman-Brown correlation coefficient were used to analyse the data. In the research, spatial visualization skills of the students who took pre-school education were significantly higher than those who did not take. Two dimensional spatial visualization skills of the 8th grade students were found to be significantly higher than the 6th and 7th graders, while the three dimensional spatial visualization skills of the 7th and 8th graders were significantly higher than the 6th grade students. In addition, spatial visualization skills of secondary school students who play geometric-mechanical intelligence games and computer games are significantly higher than those who do not play these games. Positive and significant relationship was found between spatial visualization skills of secondary school students and their accomplishment in mathematics and sciences.
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