Spatial Ability, Student Gender, and Academic Performance

Abstract Two groups of engineering students were tested for spatial ability (Mental Rotation Test = MRT). There were sex differences favouring males, similar to those seen in other academic programs. There were no significant sex differences in academic course performance, suggesting that differences in spatial ability as measured by the MRT do not have an impact on course performance. In addition, minimal experience with the mental rotation task produced large gains in performance and reduced the magnitude of sex differences. The results suggest that sweeping statements about the relation between differences in spatial ability and performance in science and mathematics subject areas, especially with reference to females, must be viewed with caution.