Abstract
This article discusses use and modification of Lee and Bednarz’s (2012) Spatial Thinking Ability Test (STAT) as a spatial thinking assessment device in Rwandan secondary schools. After piloting and modifying the STAT, 222 students total from our rural and urban test schools and one control school were tested. Statistical analysis revealed that urban test school students outperformed rural test school students and that males outperformed females. Also observed were significant differences in performance for particular STAT question categories that can be used to inform strategies for spatial thinking curricular development and further modifications to the STAT in other contexts.
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