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MLA
Rafi, Ahmadand Khairulanuar Samsudin. "Training in Technologically Enabled Environments: Do Training Method and Gender Matter?." IGI Global, 2010. 90-99. Web. 20 Apr. 2024. doi:10.4018/jcit.2010070106
APA
Rafi, A. & Samsudin, K. (2010). Training in Technologically Enabled Environments: Do Training Method and Gender Matter? (pp. 90-99). doi:10.4018/jcit.2010070106
Chicago
Rafi, Ahmadand Khairulanuar Samsudin. "Training in Technologically Enabled Environments: Do Training Method and Gender Matter?," 90-99 (2010), accessed April 20, 2024. doi:10.4018/jcit.2010070106
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Training in Technologically Enabled Environments: Do Training Method and Gender Matter?
Ahmad Rafi (Multimedia Universiti Cyberjaya, Malaysia) and Khairulanuar Samsudin (Sultan Idris University of Education, Malaysia)
Copyright:
© 2010
|
Pages:
99
EISBN13:
9781609607173
|
DOI:
10.4018/jcit.2010070106
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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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