Only female students made significant gains on the Geometric Spatial Assessment, and no male group gained on any GSA domain¶

Claim · All claims
Evidence · 1 study (3 entries) · causal r1 · q2 · i2–i3
Currency · newest study 2009 · not yet checked against its sources · not reviewed by a person
Design limits · Jennifer Wilhelm 2009: groups were assigned but students were analysed as independent · Jennifer Wilhelm 2009 (2): groups were assigned but students were analysed as independent (read from the study by two models, 2026-11-01)

Subclaims¶

Reading the evidence codes

q is the design tier, i the impact, n the sample, and the kind with its r the rigour judged within that kind: what each code means.

This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.

q2 i3 Control females showed a significant overall GSA increase of 7.5%, F(1, 30) = 10.7, p = 0.005, partial eta-squared = 0.234, while control males did not increase significantly. → Jennifer Wilhelm 2009 q2 i2 Experimental females showed a significant overall GSA increase of 4.6%, F(1, 59) = 8.434, p = 0.005, partial eta-squared = 0.125, while experimental males showed no significant gains. → Jennifer Wilhelm 2009 (2) q2 i? Control females gained significantly on Periodic Patterns and Geometric Spatial Visualization, experimental females gained on Cardinal Directions, and no male group gained on any GSA domain. → Jennifer Wilhelm 2009 (3)

Evidence¶

Jennifer Wilhelm 2009¶

Jennifer Wilhelm, Christa Jackson, Amber Sullivan, Ron Wilhelm. (2009). Factors Influencing Middle School Students' Spatial Mathematics Development While Participating in an Integrated STEM Unit. https://eric.ed.gov/?q=Factors+Influencing+Middle+School+Students+Spatial+Mathematics+Development

q2 · i3 · causal · r1

RM-ANOVA on GSA pre-post scores for control females (n=31 of 58 control students tested). The article reports a "significant increase (7.5%)" with partial eta-squared 0.234; control males' increase was not significant.

"A 5MA129A also revealed a significant increase (7.5%) in the control female mean valXes fr om pre to post on overall test scores, F(1, 30) 10.7, p 0.005, partial 2 0.234. Control males did not achieve a significant increase in scores."

Jennifer Wilhelm 2009 (2)¶

q2 · i2 · causal · r1

RM-ANOVA on GSA pre-post scores for experimental females (n=60 of 124 experimental students). The article reports a "significant increase (4.6%)" with partial eta-squared 0.125; experimental males showed no significant gains.

"a 5MA129A revealed a significant increase (4.6%) in the e[perimental female mean valXes from pre to post on overall test scores, F(1, 59) 8.434, p 0.005, partial 2 0.125. ([perimental males shoZed no significant gains."

Jennifer Wilhelm 2009 (3)¶

q2 · i? · causal · r1

Domain-level RM-ANOVAs on the four GSA spatial domains (Table 6). The article links experimental females' Cardinal Directions gain to the integrated STEM curriculum's emphasis on documenting the Moon's position in cardinal terms, and control females' geometric spatial visualization gain to emphasis on Sun-Earth-Moon configurations.

"5esXlts shoZ control females achieved significant gains on Periodic Patterns and Geometric Spatial Visualization Zhereas e[perimental females made a significant gain on Cardinal Directions . 1o male groXps made significant gains on any GSA domain."

Discussion¶

Learner Variables¶

Spatial Ability — outcome: instruction changes it

Page metadata

Field	Value
`status`	`review`
`generated`	by `process:wiki-ingest` on `2026-11-01`
`trust`	unverified — no one has confirmed this page's content

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