Abstract
The paper reports the findings from an experimental research study based on the pretest–posttest control group design, which examined the differential outcomes of spatial ability training attributed to training condition and gender. The study sample was comprised of 98 eighth graders (36 girls, 62 boys). The first experimental group (EG1) trained in interaction condition, the second experimental group (EG2) trained in animation condition, and the control group (CG) used printed materials. The groups underwent eight 2-hour weekly sessions, and the Spatial Visualization test and a survey questionnaire were used to collect the research data. Data were analyzed using the SPSS version 16.0. The findings reveal that spatial ability can be trained and interaction is the most effective condition. An interaction effect is observed with boys, who attained performance gains differentially, whereas girls are condition-neutral. Implications of the findings are also discussed.
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