Using the STAT to formulate Geography assessment questions: a case study of undergraduate Geography students from selected South African universities

Abstract

Lee and Bednarz (2012) developed the spatial thinking ability test (STAT) to determine a person’s spatial thinking abilities. The STAT has been used in research projects but few of these projects focus on the African continent, and none include South Africa, highlighting the need for more studies in this region. This article aims to gauge the spatial thinking abilities of undergraduate Geography students at six South African universities and demonstrates how the STAT categories can be used to formulate questions that contribute to developing students’ spatial thinking skills. The results indicate that the students’ spatial thinking abilities were poor. No significant increase in students’ spatial thinking abilities from lower to higher study levels was detected. There were also no significant differences in the spatial thinking abilities between genders and between students who completed geospatial modules and those who did not. The STAT categories in which students obtained the lowest scores were identified. Based on the results, recommendations are provided for formulating assessment questions to address these gaps in their spatial thinking abilities. It is recommended that Geography lecturers use the STAT as a guide to formulate assessment questions to develop their students’ spatial thinking skills.

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