The Role of Spatial Ability in a Statics and Mechanics of Materials Course

Abstract

Strong spatial visualization skills are critical to success in engineering. Examples of spatial tasks include visualizing the 3D object that results from folding up a flat pattern or the 2D cross-section that results from cutting a 3D object or the 2D orthographic views of a 3D object. While spatial ability is clearly relevant to an engineering graphics course, studies have indicated that higher performance in math and chemistry courses also correlate with higher spatial skill level. The correlation between spatial ability and performance in a statics or other engineering mechanics course however is less clear. More data are needed to provide stronger conclusions in this area. By identifying the role of spatial reasoning in engineering mechanics courses, like statics and mechanics of materials, instruction of these courses can be supplemented with practice problems that are designed to build spatial skills as needed. Spatial visualization skills have been shown to be significantly improved with a relatively short period of targeted practice. This study aims to study the relationship between spatial ability and mastery of statics concepts. Since overall course grades are often confounded by other factors such as attendance or effort-based assignments, they may not be representative of the student's comprehension of the material. Scores for quiz and exam problems are used to measure mastery of various statics concepts. In the course, students completed one quiz problem each week to assess comprehension of the weekly topic. Every three weeks, students complete two exam problems to assess mastery of the last three weekly topics. Quiz problems were on average slightly less difficult than exam problems, as reflected in the overall average scores. A total of 8 quiz problems and 8 exam problems were completed over the course of the semester. Since quiz and exam problems test specific concepts, this study also investigates whether the relationship is stronger for certain concepts than others, e.g. simpler fundamental concepts at the start of the semester vs. more advanced topics require integration of multiple concepts. The Purdue Spatial Visualization Test: Rotations (PSVT:R) is a timed standardized test of mental rotations commonly used to assess spatial ability. The passing threshold is typically set at 60% or 70% to identify students with low spatial ability. At Stevens Institute of Technology, thresholds of 70% and 80% are used to separate students into groups of low, medium, and high spatial ability. The performance of these three groups in the statics course are compared using one-way ANOVA. Preliminary results indicate significant differences between the high spatial ability and lower spatial ability groups for specific concepts that require thinking in more than two dimensions, such as bending stresses, and specific problems that require more complex free-body diagrams.