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Spatial skills are correlated with successful degree completion in engineering. One early required subject is Engineering Mechanics. Traditionally, this is a ‘gate keeping’ course with higher-than-average failure rates. It is hypothesised that underdeveloped 3-D spatial skills are one reason for failure in this course. In this study, 128 students were recruited from two large research-intensive universities in the U.S. Participants were asked to provide GPA scores, complete three spatial tests and a verbal analogy task and to solve six problems from engineering mechanics. The average of the three spatial ability z-scores was calculated to create a composite spatial ability score for each participant. Solutions to each of the six mechanics problems were then analysed using the Mayer framework for problem-solving by closely examining the representation and solution phases. Results from this mixed-methods study illustrate the variation of approaches in representing and solving problems and how relates to differences in spatial skill. Statistically significant correlations were found between problem-solving accuracy and spatial scores but not between problem-solving and verbal ability. These correlations are explained by the spatial ability’s unique role in forming correct mental representations of key aspects of each problem. These findings inform future research about spatial skills and problem-solving in engineering.
Panther et al. (Tue,) studied this question.