Introduction

1. Comparing MRT Scores of Introductory STEM Classes With a Higher Level Physics Class Thad Loftis, Elijah Murphy, Dr. Ramon Lopez Department of Physics, University of Texas at Arlington Introduction Materials and Methodology Cont. Results and Conclusions We found that the Modern Physics class scored statistically higher than the Introductory STEM classes on the MRT. The means of the scores for the classes are shown in Figure B. The Modern Physics had statistically higher scores than introductory physics (p < 0.01)Introductory Chemistry (p< 0.01), Calculus (p< 0.01), and introductory Physics (p< 0.01). We also found a correlation between MRT scores and Final grades from the Modern Physics class. There was no correlation between final grades and MRT scores in the introductory courses. Because of the available sample, we cannot conclude whether the difference between is due to improving spatial abilities, as a result of taking STEM courses, or if the students that have better spatial abilities are more likely to continue on to higher levels as a result of their better skills, and therefore improve the average. We would like to look into the correlation between grades in Modern Physics and the MRT. This may be due to the more abstract nature of the content. Science, technology, engineering, and mathematics (STEM) classes require students to use mental spatial skills and reasoning. We can objectively measure a student’s mental spatial skills with the Mental Rotation Test (MRT). We compared MRT scores for students in introductory chemistry, math, and physics classes against scores for students in an upper level physics course in order to compare how the spatial skills differ across the different classes. We also compared the MRT scores to the grades received by students in there respective classes to see if there was a correlation between performance in the class and spatial abilities. We administered the MRT to the students in several STEM classes, including an introductory Chemistry, introductory Calculus, introductory Physics and an upper level Physics class, Modern Physics. The MRT’s are graded and given scores based on the number of correct answers given. The scores from the different introductory classes were then compared to the scores from the modern physics class using statistical analyses to determine if the scores were statistically different. Figure A Materials and Methodology We are using the Mental Rotation Test [Vandenberg and Kuse, 1978]. Figure A is a sample question from the test. We use this because it provides reliable data and is readily available. In the Mental Rotation Test (MRT), participants are given a two dimensional picture of a three dimensional object and asked to compare it to four other pictures of three dimensional objects; participants are then to match the original object in the picture with the pictures of the same object in different orientations versus two dissimilar objects. There are 20 question on the MRT and each question has two correct answers; if either answers are not correct, that question is counted wrong. The score obtained from an MRT is the number of correctly answered questions divided by the 20 total questions. Figure B Future Work We will compare MRT scores for students in other higher level physics courses to try to identify the factor that causes the improved performance in higher level classes. We also intend to compare the MRT scores to the final grades in the introductory classes to see if there is a correlation in performance in the course with performance on the MRT by UTA students. References: Vandenberg, S.G. and Kuse, A.R. 1978, “Mental rotations, a group test of three-dimensional spatial visualization” Perception and Motor Skills v. 47(2) p.599 Siemankowski, G. and MacKnight, F., 1971, “SpatialCognition: SuccessPrognosticator in College Science Courses”, Journal of College Science Teaching, v. 59, pp. 1. Shepard, R. N. and Metzler, J., 1971, “Mental Rotation of Three-Dimensional Objects”, Science, v. 171(3972), pp. 701 Cid, Ximena, 2011, “Investigations in the Impact of Visual Cognition and Spatial Ability on Student Comprehension in Physics and Space Science” (Doctoral Dissertation)