The science, technology, engineering, and mathematics (STEM) sciences play a pivotal role in developing nations, both in terms of developing newer and better solutions to problems and also in the approach used to solve those problems. An excellent predictor of future success in the STEM sciences is the ability to mentally manipulate shapes, also known as spatial-temporal performance. This study sought to further our knowledge of spatial-temporal performance by examining the effects of a somatosensory stimulus on spatial-temporal performance for secondary school students. The study involved a quantitative, experimental approach. There were two independent variables involved in the study: group and time. The independent variable group consisted of two levels, a control and experimental group, while the independent variable of time was comprised of three levels: pretest (T1), posttest1 (T2), and posttest2 (T3). The pretest (T1) was taken prior to the intervention and provided a baseline score. Posttest1 (T2) was taken immediately following the 30-minute intervention, whereas posttest2 (T3) was taken 60 minutes after completing posttest1 (T2). There were three research questions that were explored for each of the dependent variables: "Is there a statistically significant main effect of time on spatial performance? Is there a statistically significant main effect of group on spatial performance? Is there a statistically significant interaction between time and group?" A two-way mixed ANOVA was performed for each dependent variable. There was no statistically significant main effect of time on spatial performance. Additionally, there was no statistically significant effect of group on spatial performance. Lastly, there were no statistically significant interactions between time and group. Given that there were no statistically significant results for each of the dependent variables, a post hoc analysis was not performed. The study findings suggested that the somatosensory stimulus did not significantly impact spatial-temporal outcomes; however, further investigation is needed to produce more clarity as to why both the control and experimental groups were able to perform at the same level. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]