Author: Phyllis K. Rickel
Title: Spatial Visualization Training: An Aptitude- Treatment
Analysis of Modeling Effects
Year: 1981
Committee Chair: Thomas D. Spencer
Committee members: Dorothy Piontkowski, Paul R. Eskildsen
Abstract
The current research literature shows that cognitive as well as affective factors contribute to mathematics ability and performance in students of both sexes. Spatial ability has been viewed as a critical determinant of sex differences in mathematics ability, with boys outscoring females on both measures beginning at puberty. The present study will examine the effects of (1) selected cognitive and affective variables on spatial ability in females and (2) three spatial visualization modeling procedures on the training of spatial ability in females. A pretest-posttest control group design will be used with five contrasting groups as follows:
Group 1- visual and verbal modeling, Group 2-visual modeling only, Group 3-verbal modeling only, Group 4-modeling control group, and Group 5-pretest-postest only control group. Subjects will receive pretests on the Mental Arithmetic Problems-Form AA (Stafford, 1965); the Mental Rotation Test (Vandenberg, 1971); the Kohs Blocks Design Test (Kohs, 1923): the Verbal Comprehension Test of the Guilford-Zimmerman Aptitude Survey (1956); three subscales of the Fennema-Sherman Mathematics Attitudes Scales (Fennema & Sherman, 1976); and questions tapping math background, related interests, academic grade level, and handedness. Posttests on the spatial visualization measures-the Mental Rotations Test and the Kohs Blocks Design Test will be given following the training and control procedures. Multiple regression analyses will be conducted to reveal (a) differences among the five contrasting groups and (b) correlations between cognitive and attitudinal variables and spatial ability and performance.
The recent focus on the need to encourage and facilitate female involvement and performance in mathematics has led to the present research. Many researchers have noted the lack of mathematics training among females and have pointed to the need for research in this area (Brush, 1980; Tobias, 1978). In a recent survey of Berkeley students (Class of ’76), Sells (2974) found that only 8% of the females entering Berkeley had completed four years of mathematics in high school as compared with 57% of the males entering at the same time. The sex differences in math ability and performance have been widely reported as beginning at puberty (Maccoby & Jacklin, 1974).
The impact of this decline in female performance has important ramifications for both academic and career pursuits in female students’ later development. Two major questions for researchers are, “Why do sex differences in mathematics occur after puberty?” and “What can be done to facilitate the learning of mathematics by females?” The present research will focus on the latter question. Since widespread research has emphasized the close relationship between spatial skills and math performance (Hyde, Geiringer, & Yen, 1975: Burnett, Lane, & Dratt, 1979), the spatial factor will be examined as an important ability to be trained. Other cognitive as well as affective variables affecting mathematics performance will also be examined as well.
The purpose of this research is to obtain more complete knowledge about (a) the differential effects of three modes of spatial visualization training on spatial visualization scores in females, (b) the relationship among selected cognitive variables (verbal, spatial and math ability) and affective variables (attitudes toward math) and spatial visualization scores and (c) the relationship among aptitude variables (math, spatial, and verbal ability and the three types of spatial visualization training examined-visual mode, verbal mode, and visual and verbal mode combined.