Developing Spatial Reasoning Test for Pre-Service Primary Teachers
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| Title: | Developing Spatial Reasoning Test for Pre-Service Primary Teachers |
|---|---|
| Language: | English |
| Authors: | Khin Mimi Kyaw, Tibor Vidákovich |
| Source: | Acta Didactica Napocensia. 2025 18(2):73-83. |
| Availability: | Babes-Bolyai University. Kogainiceanu 1, Cluj-Napoca, 400084 Romania. e-mail: submit_adn@yahoo.com; Web site: http://adn.teaching.ro |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Spatial Ability, Test Construction, Multiple Choice Tests, Preservice Teachers, Thinking Skills, Abstract Reasoning, Mathematics Teachers, Test Items, Item Analysis, Difficulty Level, Scores, Item Response Theory, Foreign Countries |
| Geographic Terms: | Burma |
| ISSN: | 2065-1430 |
| Abstract: | Spatial reasoning is a crucial cognitive skill and plays a significant role in STEM fields. Teachers' spatial reasoning abilities are particularly important for it influences students' learning. The purpose of this study was to develop a test to examine the spatial reasoning skills of pre-service primary teachers. The test was aligned with primary mathematics curriculum that enforces problem-solving skills in students. Spatial Operational Capacity Model was used as a framework in designing the test. This study employed quantitative descriptive design. A ten-item multiple-choice test was administered to 292 pre-service primary teachers. Item analysis was conducted using Microsoft Excel 2016 and SPSS 25, and the results indicated that most items were acceptable. Test items' difficulty level ranged from 0.19 to 0.82 and only two items were found to have discrimination value less than 0.30. The mean score and the standard deviation were 6.03 and 1.8 respectively. Pre-service teachers found the cubes comparison task the most difficult, showing their limited spatial experience in manipulating three-dimensional objects. This process of constructing test items with optimal difficulty and discrimination is essential for examining teachers' spatial reasoning skills in future research. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1494724 |
| Database: | ERIC |
| Abstract: | Spatial reasoning is a crucial cognitive skill and plays a significant role in STEM fields. Teachers' spatial reasoning abilities are particularly important for it influences students' learning. The purpose of this study was to develop a test to examine the spatial reasoning skills of pre-service primary teachers. The test was aligned with primary mathematics curriculum that enforces problem-solving skills in students. Spatial Operational Capacity Model was used as a framework in designing the test. This study employed quantitative descriptive design. A ten-item multiple-choice test was administered to 292 pre-service primary teachers. Item analysis was conducted using Microsoft Excel 2016 and SPSS 25, and the results indicated that most items were acceptable. Test items' difficulty level ranged from 0.19 to 0.82 and only two items were found to have discrimination value less than 0.30. The mean score and the standard deviation were 6.03 and 1.8 respectively. Pre-service teachers found the cubes comparison task the most difficult, showing their limited spatial experience in manipulating three-dimensional objects. This process of constructing test items with optimal difficulty and discrimination is essential for examining teachers' spatial reasoning skills in future research. |
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| ISSN: | 2065-1430 |
