Training in Technologically Enabled Environments: Do Training Method and Gender Matter?

Training in Technologically Enabled Environments: Do Training Method and Gender Matter?

Ahmad Rafi, Khairulanuar Samsudin
Copyright: © 2010 |Volume: 12 |Issue: 3 |Pages: 10
ISSN: 1548-7717|EISSN: 1548-7725|EISBN13: 9781609609061|DOI: 10.4018/jcit.2010070106
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MLA

Rafi, Ahmad, and Khairulanuar Samsudin. "Training in Technologically Enabled Environments: Do Training Method and Gender Matter?." JCIT vol.12, no.3 2010: pp.90-99. http://doi.org/10.4018/jcit.2010070106

APA

Rafi, A. & Samsudin, K. (2010). Training in Technologically Enabled Environments: Do Training Method and Gender Matter?. Journal of Cases on Information Technology (JCIT), 12(3), 90-99. http://doi.org/10.4018/jcit.2010070106

Chicago

Rafi, Ahmad, and Khairulanuar Samsudin. "Training in Technologically Enabled Environments: Do Training Method and Gender Matter?," Journal of Cases on Information Technology (JCIT) 12, no.3: 90-99. http://doi.org/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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