Developing a Spatial Thinking Skills Test in Geography Teaching
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| Title: | Developing a Spatial Thinking Skills Test in Geography Teaching |
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| Language: | English |
| Authors: | Atakan Yalcin (ORCID |
| Source: | Journal of Theoretical Educational Science. 2025 18(2):280-301. |
| Availability: | Afyon Kocatepe University. ANS Kampusu, Egitim Fakultesi, Merkez, Afyonkarahisar 03200, Turkey. Tel: +90-272-2181740; Fax: +90-272-2281418; e-mail: editorkebd@gmail.com; Web site: https://dergipark.org.tr/en/pub/akukeg |
| Peer Reviewed: | Y |
| Page Count: | 22 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Spatial Ability, Thinking Skills, Geography, Undergraduate Students, Test Construction, Measures (Individuals), Test Validity, Test Reliability, Foreign Countries, Test Items |
| Geographic Terms: | Turkey |
| ISSN: | 1308-1659 |
| Abstract: | This study aimed to develop a test to measure university students' spatial thinking skills. The research was conducted using a survey design, with a sample of 260 undergraduate students from geography teaching and geography departments. GIS software was used to incorporate maps and satellite images, enhancing the spatial representation in the test. The test was administered online. Item analysis was conducted for each question item, and items with a difficulty index above 0.70 and a discrimination index below 0.19 were removed from the test. Additionally, the scores of the lower and upper groups were compared using an independent samples t-test. Exploratory factor analysis (EFA) based on the tetrachoric correlation coefficient was performed to assess the construct validity of the test. This analysis yielded a single-factor structure that accounted for 30% of the total variance. Items with unsatisfactory factor loadings were also removed. The internal consistency coefficient calculated using the KR20 formula yielded a value of 0.83, indicating good internal consistency. The stability of the test was assessed using the test-retest method, confirming its stable structure. With these refinements, the test was finalized with 26 items. The study concluded that the developed test is a valid and reliable tool for measuring spatial thinking skills among undergraduate students studying geography or geography teaching. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1472018 |
| Database: | ERIC |
| Abstract: | This study aimed to develop a test to measure university students' spatial thinking skills. The research was conducted using a survey design, with a sample of 260 undergraduate students from geography teaching and geography departments. GIS software was used to incorporate maps and satellite images, enhancing the spatial representation in the test. The test was administered online. Item analysis was conducted for each question item, and items with a difficulty index above 0.70 and a discrimination index below 0.19 were removed from the test. Additionally, the scores of the lower and upper groups were compared using an independent samples t-test. Exploratory factor analysis (EFA) based on the tetrachoric correlation coefficient was performed to assess the construct validity of the test. This analysis yielded a single-factor structure that accounted for 30% of the total variance. Items with unsatisfactory factor loadings were also removed. The internal consistency coefficient calculated using the KR20 formula yielded a value of 0.83, indicating good internal consistency. The stability of the test was assessed using the test-retest method, confirming its stable structure. With these refinements, the test was finalized with 26 items. The study concluded that the developed test is a valid and reliable tool for measuring spatial thinking skills among undergraduate students studying geography or geography teaching. |
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| ISSN: | 1308-1659 |
