Development and Standardization of a Space Relation Aptitude Test for Higher Secondary School Students in Gujarat

Abstract

Spatial reasoning is a crucial cognitive skill essential for success in STEM (Science, Technology, Engineering, and Mathematics) fields. However, there is a lack of standardized assessment tools to measure spatial ability among higher secondary students in Gujarat, India. This study aimed to develop and standardize the Space Relation Aptitude Test (SRAT) to evaluate students' spatial reasoning skills. The research employed a descriptive survey method and involved a sample of 500 students from both urban and rural schools. The test development process included item construction, pilot testing, item analysis, and validity and reliability testing to ensure a scientifically sound assessment tool. The results of the study showed that SRAT is a reliable and valid tool for measuring spatial reasoning ability, as indicated by a Cronbach’s Alpha of 0.87, confirming high internal consistency. The statistical analysis revealed no significant gender differences in spatial ability, indicating that spatial intelligence can be developed equally across both male and female students. Although urban students demonstrated slightly higher scores than rural students, the difference was not statistically significant, suggesting that spatial ability is influenced more by exposure and training rather than location-based factors. The findings highlight the need to integrate spatial reasoning exercises into school curricula and advocate for broader access to spatial training resources in both urban and rural educational settings. The SRAT has potential applications in career counseling, STEM education, and aptitude-based academic planning. Future research should explore the long-term impact of early exposure to spatial reasoning training on academic and professional success in STEM disciplines.