Indicator of Success in Engineering

Abstract

This study investigates the relationship between spatial skills, mathematics skills, and academic performance in sophomore-level engineering statics courses. A total of 102 students enrolled in a Sophomore-level statics course participated in an IRB-approved research study at the University of Oklahoma, with spatial and math skills assessed through pre-tests and post-tests. Analysis of the results revealed no significant correlation between spatial skills and course grades, indicating that spatial abilities may not be a major predictor of success in a statics course. However, a significant improvement in spatial skills was observed from pre-test to post-test, suggesting that the instructional methods of the course effectively enhanced spatial reasoning abilities. Gender differences were noted, with male students outperforming female students in spatial skills, highlighting the need for targeted interventions. Familiarity with CAD courses prior to college also correlated with higher spatial skills, underscoring the importance of early exposure to spatially oriented learning. While a moderate correlation was found between spatial and mathematics skills, neither skill set was shown to be a strong predictor of academic performance. These findings call for a nuanced understanding of the factors influencing student success in engineering, other factors beyond spatial reasoning and mathematical skills may play a role in student success in a sophomore-level engineering course.