University entry score: Is it a consideration for spatial performance in architecture design students?. Issue 2 (3rd May 2016)

• Record Type: Journal Article
• Authors: Sutton, K.; Williams, A.; Tremain, D.; Kilgour, P.
• Is Part Of: Journal of engineering, design and technology. Volume 14:Issue 2(2016)
• Page Start: 328
• Page End: 342
• Publication Date: 2016-05-03
• Subjects: Architecture -- Design education -- Design cognition -- Spatial abilities -- University entry score -- Design ability; Engineering -- Periodicals; Engineering design -- Periodicals; Industrial design -- Periodicals; Technology -- Periodicals; 620.005
• DOI: 10.1108/JEDT-10-2013-0073
• Languages: English
• ISSNs: 1726-0531

Abstract

Abstract : Purpose: The purpose of this paper is to provide an insight into the relationship between students' spatial ability and their university entrance score (Australian Tertiary Admissions Rank [ATAR]). The ATAR provides entry into university studies but does not necessary provide a good measure of students' spatial skills. Spatial abilities are fundamental to success in many design courses. This paper aims to show whether the ATAR is a good predictor of spatial skills and considers the implications of this. Design/methodology/approach: Students entering university design courses in architecture were tested three times during their first year using a three-dimensional (3D) Ability Test (3DAT), an online psychometric test of 3D spatial ability. The students' results in 3DAT were then compared to students' ATAR scores using a Pearson's correlation test were also conducted to assess the relationship between ATAR and spatial performance. Findings: There was no correlation between ATAR and spatial performance. Therefore, there was no relationship between an individual's ATAR and their spatial performance upon entering university. Research limitations/implications: Participants were required to select their ATAR from ranges, i.e. 71-80, 81-90 and 91-100, which meant their exact ATAR was not recorded. This meant that the participants were clustered, making it difficult to establish a linear relationship that was a true reflection of the population. Practical implications: Initiatives to support students entering design courses may be necessary to compensate for the range of spatial skills students possess when entering university because of their school experiences. Social implications: Individuals who have strong spatial skills are able to perform spatial problems faster and more efficiently than those with weak spatial skills. High spatial performance has been shown relate to performance in areas such as mathematics science technology and design. Originality/value: This paper fulfils the need to better understand the diversity of spatial abilities students have on entering design courses.