The Impact of an Intervention for Improving Spatial Cognition Among Adolescents: Abstracts and authors of the 9th International Conference on Spatial Cognition: Segmentation and Binding in Spatial Cognition (ICSC 2024). Cogn Process 25 (Suppl 1), 3–47

Background: Given the strong correlations between spatial cognition and success in STEM programs, there is a desire to improve spatial thinking among our students, particularly as they relate to mathematics. Aim: The aim of this study was to deliver and evaluate a spatial skills intervention aimed at 10th grade students in Ireland (~15-16 years old). Method: Teachers were trained in the spatial skills intervention over three days at the beginning of the academic year. Students and teachers completed spatial skills testing at the beginning and were post-tested at the end of the intervention. The intervention consists of 6 modules on various topics in spatial visualization and includes software, video resources and workbooks for the completion of hand-sketching exercises. Results: Analysis of the data demonstrated that the spatial skills of all students improved compared to a control group. Spatial gains for students were higher when taught by teachers with higher levels of spatial skills. For the experimental group only, the spatial skills of girls in the pre-test behind behind those of the boys; however, at the post-test, girls were slightly better than boys. Similarly, for low socio-economic status (SES) students, they started out behind their more affluent peers; at the post-test they were ahead. For all students, the experimental group scored higher than control on a standardized test of mathematics. Conclusions: A spatial skills intervention can be successfully delivered to this age group with positive impacts in terms of closing gender and SES gaps in spatial skills and math performance.