This study investigates the relationship between geometry learning and the development of spatial thinking skills in first year students of the Faculty of Natural, Exact and Technological Sciences of the University of Panama, year 2023. A quantitative correlational approach was used, with a pre-experimental design of pretest and posttest evaluation in a particular group of students. The final sample consisted of twenty participants, selected by means of non-probabilistic convenience sampling, although it was initially planned to have twenty-nine participants. Two instruments were used for data collection: a 20-item questionnaire measuring geometry learning and the standardized psychometric General Aptitude Test Battery (GATB) to assess spatial thinking. Statistical analysis, performed using Pearson's correlation, showed a significant relationship between the two variables. The correlation, initially moderate, tended to become strong, suggesting that greater development of spatial thinking is associated with better performance in geometry, reducing the probability of deficient performance in this subject.
