Work in Progress: Investigation of the relationship between spatial skills and problem solving ability in engineering students

Aryan Timla Author

08/03/2021 Added

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A brief presentation of my summer research at DBER.

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[00:00:01.470]Hey everyone I'm Aryan Timla and I'm a rising senior at UNL.
[00:00:05.670]This coming fall, majoring in computer science. This summer,
[00:00:09.750]I worked under Dr.
[00:00:11.430]Grace Panther for discipline-based education research group.
[00:00:15.870]The topic of my research is investigating the relationship between spatial
[00:00:20.220]skills and problem solving skills in engineering students.
[00:00:25.160]Here's the poster design of my research. Let's dive into the background.
[00:00:30.110]First.
[00:00:31.640]Uh, engineering students require high intellectual ability.
[00:00:36.050]And one of the primary factors to aid up to it is the spatial ability.
[00:00:41.540]It consists of visualization and mental image processing,
[00:00:45.110]which helps in everyday activities and learning this skill ranges from
[00:00:49.940]taking in things. Someone said,
[00:00:52.040]thinking learning, visualising, navigating and has a
[00:00:56.690]major role in several models.
[00:00:58.280]Of intelligence. Several.
[00:01:00.530]Researchers have.
[00:01:01.430]So there is a link between special skills and students' success
[00:01:06.530]engineering students are considered to have the highest level of spatial and
[00:01:11.180]problem solving skills compared to other majors in college education
[00:01:15.860]problem solving skills are very much essential to college students and
[00:01:19.250]similarly,
[00:01:19.940]spatial skills play a high significance in the performance of engineering
[00:01:24.742]education. However,
[00:01:26.420]we're still not very clear about the linkage between spatial skills and problem
[00:01:30.470]solving and its impact and contributions in engineering school education.
[00:01:36.590]Uh,
[00:01:37.040]the purpose of this study was to examine the relationship between spatial
[00:01:41.930]skills and problem-solving skills problems,
[00:01:44.780]primarily focusing on the fundamental statics and mechanics problems in
[00:01:48.860]engineering students, and also look at the study, um,
[00:01:53.200]but changes in the problem approach and final solution
[00:01:57.470]calculations, uh, varying and, um, students,
[00:02:01.910]spatial skill levels. Um,
[00:02:07.550]and the methods slide, uh,
[00:02:09.500]the settings and participants for the study 143 students from
[00:02:14.360]sophomore level engineering courses who have at least completed a static
[00:02:19.460]course as a prereq were selected from two, uh,
[00:02:23.480]R one universities in Midwest,
[00:02:26.240]they were given a series of tasks or problems to solve the.
[00:02:29.600]Determine their level.
[00:02:31.820]Of spatial skills and problem solving skills, the participants,
[00:02:35.270]and was completely voluntary.
[00:02:36.950]And we're also given an incentive
[00:02:41.000]for participation if they completed. Um, the whole thing,
[00:02:48.080]the research was completed in two sessions, uh,
[00:02:51.260]with session one being fully remote to the COVID-19 restrictions and session 2
[00:02:55.580]two in a hybrid format with both online and in-person,
[00:03:00.880]uh, we can see the demographic spec breakdown here in the chart. Uh,
[00:03:06.160]uh,
[00:03:06.400]we can see that the male participants were double in number then that a female,
[00:03:11.470]um, in the engineering department,
[00:03:16.480]gender breakdown is very much big. So.
[00:03:19.860]Well, it was like.
[00:03:22.380]Almost predictable. And the major requirement in the major breakdown,
[00:03:27.210]we can see that, um, mechanical engineering, civil engineering,
[00:03:31.200]and biomedical engineering, or, uh,
[00:03:34.710]heavily represented in terms of mentor distribution among the participants with
[00:03:39.270]almost 70% of them in these three majors. Okay.
[00:03:46.200]Uh, the data collection, uh, it was recorded
[00:03:51.060]and anonymously or in the IRB research guidelines and further studies,
[00:03:57.720]the student participants complete the mental cutting test paper,
[00:04:02.130]folding test and surface,
[00:04:03.510]development test to determine their spatial skill levels.
[00:04:06.930]Then they solve six statics or mechanics problems, uh,
[00:04:10.350]which were scored in a binary system of zero and one.
[00:04:15.480]Uh, there were no time restrictions for solving the problems session one,
[00:04:19.920]the online system, that data, uh,
[00:04:23.070]which was mainly the spatial test was collected through Qualtrics at the time
[00:04:27.360]selected by students themselves, uh, assessing to, uh,
[00:04:30.720]the verbal and statics problems were collected through online using Qualtrics as
[00:04:35.220]well. Some of them in person
[00:04:39.420]with the use of EDA and I all tracking systems as well,
[00:04:44.520]uh, data analysis, uh, uh, qualitative, you know,
[00:04:49.350]this is what's conducted using Excel data analyst is functions in our,
[00:04:52.760]the descriptive ethics statistics of participants, students,
[00:04:56.910]special tests and mechanical problem solving test scores were first calculated
[00:05:01.500]for the spatial score, uh,
[00:05:03.390]mental cutting test paper paper cutting test and surface development test scores were
[00:05:08.040]summed up to get a total spatial score and were divided into three levels of
[00:05:12.120]high, medium, low spatial level
[00:05:21.520]for the results. The table. One is the ANOVA single factor taste.
[00:05:25.510]We can see the accurate value and the F value in there of the two groups,
[00:05:30.160]Q six and spatial level groups, uh, in the table two,
[00:05:34.030]we can see the comparison chart of the means of Q scores and total special score
[00:05:37.930]of participants students. Uh,
[00:05:39.550]we can see that the maximum spatial score recorded from the participant students
[00:05:43.540]was 103, and the minimum was 20. Uh,
[00:05:48.460]for the conclusion,
[00:05:49.630]we can see that there has been a significant number of researches on this area,
[00:05:54.400]uh, supporting that there is a relationship between special skills and problem
[00:05:58.310]solving, uh, similarly from our data as well.
[00:06:02.480]We can conclude that, uh,
[00:06:04.450]high level spatial levels students tend to be better in problem
[00:06:09.380]solving compared to the low space to level students. Uh,
[00:06:13.940]as this is a work in progress research,
[00:06:17.060]the next step will be to further research, um,
[00:06:20.810]on this and using all the six statics problems data due to
[00:06:25.880]time restriction. Uh, I was able to present with, uh,
[00:06:30.890]uh, the six problem in the problem set,
[00:06:35.690]but like we have five more to go. So,
[00:06:39.350]and also EDA and eye tracking data as well. So, uh,
[00:06:43.130]we'll have to wrap up everything and then get a more in-depth study to
[00:06:48.020]invest it,
[00:06:48.590]to like present our data and further conclude the relationship between
[00:06:53.510]the special skills and problem solving and engineering students to have,
[00:06:58.400]for references, and acknowledgement. Uh,
[00:07:01.130]I would like to acknowledge the national science foundation as
[00:07:05.850]this work was made possible by the grant provided from them.
[00:07:09.920]I would also like to thank, uh, Dr.
[00:07:11.780]Grace Panther or providing this opportunity to me.
[00:07:19.930]thank you.

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Work in Progress: Investigation of the relationship between spatial skills and problem solving ability in engineering students

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