July 25 - 29, 2005ICEE 2005 Gliwice, Poland Spatial Abilities Test TPS Further Development and New...

July 25 - 29, 2005 ICEE 2005 Gliwice, Poland

Spatial Abilities Test TPSFurther Development and New Results

Renata A. Górska, Cracow University of Technology, Faculty of Architecture, e-mail: [email protected]

Zuzana Juščaková, Technical University of Košice, Faculty of Civil Engineering, e-mail: [email protected]


Research foundation

Research on development of the spatial abilieties testing instrument has been initiated by Zuzana Juščaková in 2000 within a grant project funded by the Slovak Ministry of Education. In the first stage of the research test TPP has been develped and applied into researech.

The results of a new studies conducted with the use of a mofdified test TPS, which was developed on the basis of a TPS, will be presented in the following.

The research has been funded by the Slovak Ministry of Education in frame of a grant projecy VEGA 1/1407/04


Subtest 1: Mutual position

Subtest 1: 10 items; solution time: 13 minutes

Regular polyhedra: a tetrahedron, a cube or an octahedron

Straight line KL and the plane ABC chosen either on the edge or on a face of a solid.


Subtest 1: Mutual position

Subtest 1:

The problem is to choose this one item out of the four given options in which the relation between line KL and plane ABC is different from the relations existing in the three other drawings.

Relations: parallel or intersecting


Subtest 2: Snake in a cube


A snake rolls and bends in a cube without having knots or overlapped parts. It can pass along the walls of a cube or inside it; it can bend in the centers of the walls; it can turn at midpoints of edges of the cube or it can be bent in a circular arc.


Subtest 2: Snake in a cube

Three views (multiview, 3rd angle projection method) of the snake in a cube are given.

The subject’s task is to draw corresponding axonometric view of a snake inside a pictorial of a cube.


Subtest 3: Two parts of a cube


The task is to choose one of the given a, b, c, or d parts of a cube, which forms a full cube with a given part K.


Tested groups & testing materials

TPS was used as a testing instrument at:• some universities in Slovakia (SvF TU of Košice, FU TU Košice, PR

Univ. in Ostrava) • some universities in Czech Republic (Jihočeská Univerzita – faculty

of nature)• Cracow University of Technology, Faculty of Civil Engineering,

Poland


Mean Scores , St. Dev. & Number of cases (Scores in %) of the Subtest 1

CUT

Poland

Slovak & Czech Schools

FU TU

Slovakia

Group result 44,95

s.d.=24,7

(n=95)

40,1

s.d.=24,2

(n=905)

39,9

s.d.=22,4

(n=74)

Men 47,91

s.d.=24,5

(n=67)

44,7

s.d.=24,4

(n=582)

40,23

s.d.=21,9

(n=44)

Women 37,86

s.d.=23,9

(n=28)

32,4

s.d.=21,9

(n=323)

39,33

s.d.=23,3

(n=30)



CUT

Poland


FU TU

Slovakia

Group result 57,28

s.d.=28,7

(n=92)

44,5

s.d.=32,4

(n=905)

51,8

s.d.=32,5

(n=74)

Men 58,75

s.d.=28,6

(n=64)

54,2

s.d.=31,4

(n=582)

62,27

s.d.=30,1

(n=44)

Women 52,29

s.d.=29,6

(n=28)

27,3 s.d.=26,2

(n=323)

36,33

s.d.=29,9

(n=30)



CUT

Poland


FU TU

Slovakia

Group result 72,69

s.d.=18,3

(n=93)

62,6

s.d.=23,6

(n=905)

66,6

s.d.=19,4

(n=74)

Men 76,15

s.d.=17,3

(n=65)

69,7

s.d.=21,3

(n=582)

70,91

s.d.=20,5

(n=44)

Women 64,64

s.d.=18,2

(n=28)

50,1

s.d.=22,2

(n=323)

60,33

s.d.=15,9

(n=30)


Gender differences

One-tailed T-test was used to compare mean scores in a group by gender.

Subtest 1

p- value

Subtest 2

p- value

Subtest 3

p- value

CUT (n=95)0,03492 0,23027 0,02331

Slovak & Czech schools (n=905) 7,104E-14 5,083E-36 6,22E-36


Frequency Distribution for individual items in Subtest 1 (in % values)

Subtest 1: FU TU Kosice

4,05

9,46

13,51

20,27

13,51

5,41

0,00

4,05

1,35

13,5114,86

0

5

10

15

20

25

0 1 2 3 4 5 6 7 8 9 10

Subtest 1: CUT PL

4,21

17,89

9,4711,58

5,263,16

17,89

2,11

15,79

6,326,32

0

5

10

15

20

25

0 1 2 3 4 5 6 7 8 9 10



Subtest 2: FU TU Kosice

10,818,11

10,81

2,70

12,168,118,118,119,46

14,86

6,76

0

5

10

15

20

25

0 1 2 3 4 5 6 7 8 9 10

Subtest 2: CUT PL

4,35 3,26

10,879,788,70

15,22

9,787,61

11,9611,966,52

0

5

10

15

20

25

0 1 2 3 4 5 6 7 8 9 10



Subtest 3: Fu TU Kosice

0,00

5,41

10,81

14,86

22,9724,32

2,702,70 2,70

12,16

1,350

5

10

15

20

25

0 1 2 3 4 5 6 7 8 9 10

Subtest 3: CUT PL

3,235,38

8,60

13,98

8,60

0,00

21,51 21,51

17,20

0

5

10

15

20

25

0 1 2 3 4 5 6 7 8 9 10


Frequency Distribution Analysis

• Normal (Gauss) frequency distribution for Subtest 1 and Subtest 3;

• Subtest 2 does not present a normal distribution.


Frequency Distribution in % values for the whole test (max=30 pts) related to the score ranges

at CUT, FU TU of Košice and all Slovak & Czech Universities

TPS2 CUT, Faculty of Civil Engineering, n=95

1,1%

5,3% 6,3%4,2%

12,6%

18,9%20,0%

16,8%

7,4% 7,4%

0%

5%

10%

15%

20%

25%

1-3 4-6 7-9 10-12 13-15 16-18 19-21 22-24 25-27 28-30

at

TPS2 TU of Kosice, Faculty of Arts, Entrance Examination, n=74

1,4%4,1%

5,4%

0,0%

12,2%

17,6%23,0%

13,5%

10,8%12,2%

0%

5%

10%

15%

20%

25%

1-3 4-6 7-9 10-12 13-15 16-18 19-21 22-24 25-27 28-30

TPS2 All Slovak and Czech Universities, n=905

2,7%

5,1%

11,1%

3,9%

12,2%12,2%

13,8%12,7%

15,8%

10,5%

0%

2%

4%

6%

8%

10%

12%

14%

16%

18%

1-3 4-6 7-9 10-12 13-15 16-18 19-21 22-24 25-27 28-30


MRT – a „Control” Test used as a Reference

Evaluative correlation research on the results between TPS and MRT

Cracow University of Technology

Whole group Men Women

MRT 65,58

s.d.=19,74

(n=93)

71,23

s.d.=19,12

(n=65)

62,41

s.d.=23,70

(n=28)

Pearson’s product correlation coefficient for TPS and MRT

At Cracow University of Technology


TPS

Subtest 1 Subtest 2 Subtest 3

MRT 0,35342 0,36615 0,40911

Pearson’s product correlation coefficient for TPS and MRT

at Cracow University of Technology


Conclusions

• Test elaboration and validation: not all Subtests have a normal frequency of distribution,

• Students from CUT (Poland) have significantly better performed on the TPS test. Technical orientation of this group of students is highly predictable.

• Two psycho-diagnostics tests OTRS and ISA have been administered in Slovak and Czech schools/universities. The results analysis will be a subject of a separate publication.


Conclusions (cont..)

• MRT has been used as a pilot, evaluative measurement to provide initial comparison between previously used test to measure spatial abilities. In this year the MRT results were much higher than in previous years.

• Both MRT and TPS tests should be considered as „post”-tests as they were administered after a semester of a descriptive geometry course.

• There was a significant gender difference on both tests (MRT and TPS) between male and female students.

July 25 - 29, 2005ICEE 2005 Gliwice, Poland Spatial Abilities Test TPS Further Development and New...

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