Abstract
This study aimed to develop a useful test to measure university students’ spatial abilities validly and reliably. Following a sequential explanatory mixed methods research design, first, qualitative methods were used to develop the trial items for the test; next, the psychometric properties of the test were analyzed through quantitative methods using data obtained from 456 university students. As a result, a multiple-choice spatial ability test with 27 items and five options was created, divided into three subtests: spatial relations, spatial visualization, and spatial orientation. The results suggested that scores obtained from the spatial ability test and its subtests are valid and reliable.
Publisher
International Journal of Assessment Tools in Education
Reference76 articles.
1. Abdi, H. (2010). Holm's sequential Bonferroni procedure. In N. Salkind (Eds.), Encyclopedia of research design (pp. 1-8). Sage Publication.
2. Bakker, M. (2008). Spatial ability in primary school: Effects of the Tridio® learning material [Master's thesis]. University of Twente.
3. Bandalos, D.L. (2018). Measurement theory and applications for the social sciences (1st ed.). Guilford Publications.
4. Battista, M.T., Wheatley, G.H., & Talsma, G. (1982). The importance of spatial visualization and cognitive development for geometry learning in preservice elementary teachers. Journal for Research in Mathematics Education, 13(5), 332 340. https://doi.org/10.5951/jresematheduc.13.5.0332
5. Barnea, N. (2000). Teaching and Learning about Chemistry and Modelling with a Computer managed Modelling System. In Gilbert J.K., Boulter C.J. (Eds.), Developing Models in Science Education (pp. 307-323). Springer. https://doi.org/10.1007/978-94-010-0876-1_16
Cited by
2 articles.
订阅此论文施引文献
订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献