Spatial ability and achievement in introductory physics

Abstract This research was undertaken to clarify the nature of the relationship between visual‐spatial abilities and achievement in science courses. A related purpose was to determine what influence visual‐spatial abilities have on the high attribution rate characteristic of many introductory college‐level science courses. Three sections of introductory college level physics ( S = 136) and one nonscience liberal arts section ( S = 52) received pre‐ and postmeasures of visual‐spatial ability in the areas of perception, orientation, and visualization. Increases in visual‐spatial abilities were greatest with an experimental section that received a spatial intervention. These gains were related to test items that utilized graphical form and to laboratory work. Substantial gains in visual‐spatial ability were also registered by a placebo and by control sections. These increases suggest that taking introductory physics improves visual‐spatial abilities. Although students who withdrew from the course demonstrated mathematics skills comparable to those of students who completed the course, their scores on perception tests were appreciably lower. Visual‐spatial scores of the liberal arts group were lower than those of the physics sections, suggesting that visual‐spatial ability influences course selection.