Development and Analysis of a Spatial Visualization Test for Middle School Boys and Girls

1986 ◽  
Vol 63 (2) ◽  
pp. 659-669 ◽  
Author(s):  
David Ben-Chaim ◽  
Glenda Lappan ◽  
Richard T. Houang
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Numerical Data ◽  
Spatial Visualization ◽  
Socioeconomic Background ◽  
School Students ◽  
Different Types ◽  
Multiple Choice Items ◽  
Test Retest Reliability ◽  
Reliability Coefficients

The development of a paper-and-pencil spatial-visualization test for middle school students is repotted. The test consists of 32 multiple-choice items of 10 different types. The basic figures for the stimuli and the responses for the items vary from flat views, to numerical data, to corner views of “buildings” constructed from small cubes. The test was administered to a sample of 674 boys and 676 girls in Grades 5 through 8 from three sites representing a broad range of socioeconomic background. The reliability coefficients for various groups of students ranged from .72 to .86. The test-retest reliability coefficient for 73 students was .79. Site, grade, and sex differences, consistent with many other reports, were found. For additional 582 students in Grades 8 to 12 at two sites scores correlated .61 and .66 with scores of the Differential Aptitude Space Relations Test.

Take Time For Action: Students' Interpretations of Misleading Graphs

2004 ◽  
Vol 9 (6) ◽  
pp. 340-343
Author(s):  
Suzanne R. Harper
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Numerical Data ◽  
School Students ◽  
Graphical Displays ◽  
Graphical Data

Since graphical displays of data are increasingly used in magazines, in newspapers, and on television to communicate relationships among numerical data, it is important to expose middle school students to various types of contexts where interpretation of graphical data is necessary. The NCTM (2000) concurs that students in grades 6–8 should “begin to compare the effectiveness of various types of displays in organizing the data for further analysis or in presenting the data clearly to an audience” (p. 49).

Measurement of Spatial Ability: Construction and Validation of the Spatial Reasoning Instrument for Middle School Students

2016 ◽  
Vol 35 (7) ◽  
pp. 709-727 ◽  
Author(s):  
Ajay Ramful ◽  
Thomas Lowrie ◽  
Tracy Logan
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Mental Rotation ◽  
Spatial Ability ◽  
Spatial Orientation ◽  
Spatial Reasoning ◽  
Item Difficulty ◽  
Spatial Visualization ◽  
Measurement Tool ◽  
School Students

This article describes the development and validation of a newly designed instrument for measuring the spatial ability of middle school students (11-13 years old). The design of the Spatial Reasoning Instrument (SRI) is based on three constructs (mental rotation, spatial orientation, and spatial visualization) and is aligned to the type of spatial maneuvers and task representations that middle-school students may encounter in mathematics and Science, Technology, Engineering and Mathematics (STEM)-related subjects. The instrument was administered to 430 students. Initially, a set of 15 items were devised for each of the three spatial constructs and the 45 items were eventually reduced to 30 items on the basis of factor analysis. The three underpinning factors accounted for 43% of variance. An internal reliability value of .845 was obtained. Subsequent Rasch analysis revealed appropriate item difficulty fit across each of the constructs. The three constructs of the SRI correlated significantly with existing well-established psychological instruments: for mental rotation (.71), spatial orientation (.41), and spatial visualization (.66). The psychometric characteristics of SRI substantiate the use of this measurement tool for research and pedagogical purposes.

Self-Reported Distractions of Middle School Students in Listening to Music and Prose

2005 ◽  
Vol 53 (4) ◽  
pp. 308-321 ◽  
Author(s):  
Patricia J. Flowers ◽  
Alice Ann M. O'Neill
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Significant Relationship ◽  
School Students ◽  
Different Types ◽  
External Events ◽  
Listening Task

One hundred eighteen middle school students from three different settings listened individually to a music excerpt and a prose excerpt that were each 3.5 minutes long. As they listened, they clicked a computer touchpad whenever they were distracted either by thoughts or external events, then refocused on the holistic listening task. After listening to each selection, they rated it on enjoyment and familiarity. Students self-reported significantly more distractions during the music (1.60 per minute) than the prose excerpt (1.11 per minute), but they rated the music significantly higher on enjoyment. Fewer distractions were reported at the beginning and ending of the excerpts, and there was a significant relationship between number of distractions across the two different types of listening. It was thought that the computerized tracking of distractions functioned to maintain attentiveness in this sustained listening task.

Traumatic experiences and associated symptomatology in Asian American middle school students.

2017 ◽  
Vol 8 (3) ◽  
pp. 209-223
Author(s):  
Elizabeth Davies-Mercier ◽  
Michelle W. Woodbridge ◽  
W. Carl Sumi ◽  
S. Patrick Thornton ◽  
Katrina D. Roundfield ◽  
...  
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Asian American ◽  
Traumatic Experiences ◽  
School Students

Longitudinal Effects of School Climate on Middle School Students' Development

2014 ◽  
Author(s):  
Jennifer L. Engelland ◽  
Renee M. Tobin ◽  
Adena B. Meyers ◽  
Brenda J. Huber ◽  
W. Joel Schneider ◽  
...  
Keyword(s):  
Middle School ◽  
School Climate ◽  
Middle School Students ◽  
School Students ◽  
Longitudinal Effects
Sign in / Sign up

Export Citation Format

Share Document