Investigating STEM Career Interests: How Can Spatial Orientation, Mental Rotation, and Spatial Visualization Explain Them?

Andari Saputra; Nanang Priatna; Jarnawi Afgani Dahlan; Niakmatul Husni

doi:10.31764/jtam.v9i2.28891

Investigating STEM Career Interests: How Can Spatial Orientation, Mental Rotation, and Spatial Visualization Explain Them?

Andari Saputra, Nanang Priatna, Jarnawi Afgani Dahlan, Niakmatul Husni

Abstract

Spatial ability plays a crucial role in shaping students' interest and career paths in STEM (Science, Technology, Engineering, and Mathematics). This quantitative study involved 60 science students aged 15–17 in Bandung, Indonesia, utilizing a spatial ability test to measure mental rotation, spatial visualization, and spatial orientation, along with a career interest questionnaire to assess STEM and non-STEM preferences. Logistic regression analysis confirmed that spatial ability significantly influenced students' STEM interest (p = 0.004) with a moderate contribution. Further analysis using the Independent Samples T-Test revealed that students interested in STEM had significantly higher mental rotation (p < 0.001, Cohen’s d = -1.000) and spatial visualization (p = 0.002, Cohen’s d = -0.797) abilities than non-STEM students, while spatial orientation showed no significant difference (p = 0.112, Cohen’s d = -0.317). These findings highlight the role of spatial ability as a predictor of STEM interest, emphasizing the need for educational interventions such as visualization-based learning, three-dimensional object manipulation, and technology-assisted spatial training, including computer-aided design (CAD) software and mental rotation exercises. Integrating these strategies into mathematics and science curricula can enhance spatial skills and support students' engagement in STEM education and careers.

Keywords

STEM; Career interests; Spatial abilities; Spatial orientation; Mental rotation; Spatial visualization.

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References

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DOI: https://doi.org/10.31764/jtam.v9i2.28891