Exploring the Link Between Students' Spatial Reasoning Skills and Academic Performance in Geometry Problem Solving

This study examined the association between students’ spatial reasoning skills and academic performance in geometry problem solving. A quantitative descriptive-correlational design was used with 300 randomly selected Grades 7–10 students from three public schools in the Schools Division of Sorsogon City. Data were gathered through a researcher-developed questionnaire assessing spatial visualization, spatial relationships, spatial orientation, application of spatial reasoning, and preferred teaching strategies, supplemented by students’ recorded geometry grades. Frequency, percentage, mean, standard deviation, Kruskal–Wallis H, Mann–Whitney U, and Spearman rho were used to analyze the data. The largest proportion of students obtained Fairly Satisfactory grades (42.3%). Spatial visualization (M = 2.62), spatial relationships (M = 2.62), and spatial orientation (M = 2.57) were generally rated High, although pre-visualizing figures, solving complex relational problems, and changing viewpoints were weaker areas. Students reported often applying spatial reasoning (M = 2.68) and favored manipulatives and spatial puzzles. Differences across age, sex, and grade groups were statistically significant in the reported tests (p < .001). Geometry performance was strongly and positively correlated with spatial visualization (ρ = .823), spatial relationships (ρ = .833), and spatial orientation (ρ = .833), all p < .001. These findings informed the proposed Spatial Reasoning Enhancement in Geometry, emphasizing concrete-to-abstract tasks, differentiated support, and ongoing monitoring. The observed associations do not establish causality.