Year: 2011
Type: article
Study designs: Systematic Review, Meta-Analysis
Abstract: Strong spatial skills predict achievement in STEM fields (e.g., Shea, Lubinski, & Benbow, 2001; Wai, Lubinski, & Benbow, 2009). Improving spatial skills is therefore of both theoretical and practical importance. To determine whether and to what extent training can improve these skills, we meta-analyzed 217 research studies, investigating the magnitude, moderators, durability and generalizability of training on spatial skills. The average effect size (Hedges’ g) for training relative to control was .47 (SE = .04). Effect sizes were affected substantially by the presence of control groups. When treatment and control group improvements were considered separately, the mean effect size for trained groups was .62 (SE = .04), while the effect size for control groups was only .45 (SE = .04). Training effects were durable, and led to near and medium transfer. Considered together, the results suggest that spatially enriched education could pay substantial dividends in increasing participation in STEM disciplines.
Language: English
Subfield: Experimental and Cognitive Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2575603121