Examining the Relationship Between Spatial Literacy and Environmental Attitude among STEM Students: Basis for Development of Instructional Framework

Mathematics Education

This study investigates the relationship between spatial literacy and environmental attitude among STEM students in Dinalupihan, Bataan, specifically from the different public schools within the district during the school year 2024–2025. A total of 209 students participated, selected through convenience sampling. Employing a descriptive-correlational research design, the study utilized validated questionnaires to assess spatial literacy, including spatial perception, spatial visualization, mental rotation, spatial orientation, spatial relation, and spatial communication, and environmental attitudes based on the Dominant Social Paradigm and New Ecological Paradigm frameworks. Statistical analyses were used to examine differences and relationships among variables, including the T-test, Mann-Whitney U test, Kruskal-Wallis test, and Spearman rho correlation. The results showed that environmental attitude and spatial literacy were significantly positively correlated, indicating that students with stronger spatial skills also had more pro-environmental attitudes. Grouping by sex, grade level, and school affiliation also revealed differences in environmental attitudes and spatial literacy. Based on these findings, the study suggests an instructional framework for developing environmentally aware STEM students that combines environmental education with the development of spatial literacy.

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.