A study of sex-related differences in spatial visualization and mathematics achievement of grade 9 students

• Main Author: Hipditch, Robert Paul
• Format: Thesis
• Language: English
• Published: Memorial University of Newfoundland 1987
• Subjects: Newfoundland
• Online Access: https://research.library.mun.ca/7886/; https://research.library.mun.ca/7886/1/Hipditch_RobertPaul.pdf; https://research.library.mun.ca/7886/3/Hipditch_RobertPaul.pdf

The purpose of this study was to examine the relationships between sex, student achievement, and performance in both spatial visualization and mathematics. -- A sample of 16 schools was randomly selected from the population of all schools offering the grade 9 mathematics program on the Avalon Peninsula in the province of Newfoundland for the school year 1986 - 1987. In schools with more than one grade 9 class, a single class was randomly selected for testing purposes. This resulted in a sample of 401 students, consisting of 211 males and 190 females. Each student was administered a teacher constructed mathematics achievement test and a standardized test of spatial ability. -- The initial analysis of the data showed no significant differences related to sex. However, when age was utilized as a covariate, an analysis of data showed significant differences in spatial visualization and mathematics achievement in favor of males. Sex differences in spatial visualization and mathematics achievement had been masked by differences in age. -- Significant differences in achievement in favor of males were found on transformational geometry, geometry in general , and overall mathematics. However, using spatial visualization as a covariate, there differences became nonsignificant. Therefore, it was concluded that spatial visualization was a major contributing factor to sex-related differences in these areas of mathematics.