Analysis of Spatial Reasoning Skills Using Newman’s Error Framework
DOI:
https://doi.org/10.54536/ajmri.v5i1.5846Keywords:
BSEd-Mathematics Students, Davao City, Engineering Students, Mixed-Methods, Newman’s Error Analysis, Spatial Reasoning SkillsAbstract
Spatial reasoning is essential for STEM success and mathematical problem-solving. The lack of spatial reasoning skills among many college students impacts their academic performance, particularly in subjects that require it. The study assesses the level of spatial reasoning skills among college students, compares STEM and non-STEM completers, and investigates the difficulties they encounter in answering spatial reasoning tests to understand the reasons behind their struggles. Furthermore, it seeks to recommend strategies aligned with SDG 4: Quality Education to enhance students’ spatial skills. A mixed-method approach was used and a spatial reasoning test was employed. Using the overall mean and standard deviation, it was revealed that the spatial skills of college students were above an intermediate score, with significant variation in spatial perception, visualization, and mental rotation. Based on the Mann-Whitney U test result, STEM completers outperformed non-STEM completers due to exposure to spatially demanding subjects. Moreover, with the help of Newman’s Error Analysis framework, the study found that students struggle to comprehend or understand the wording of questions, which aligns with the PISA 2022 results for the Philippines. The study highlights the significance of spatial reasoning in academic achievement, suggesting that students can improve their skills by utilizing interactive tools and simplified problem-solving language.
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