The instructional Guide for the interventions and Questionnaires for SPATIAL VISUALISATION ABILITY AND GENDER OF STUDENTS AS RELATED TO ACHIEVEMENT IN PHYSICS

This study investigated the relationship between spatial visualisation ability, gender, and students’ achievement in Physics within simulation-based instructional environments. Grounded in Spatial Cognition Theory and Cognitive Load Theory, the study examined how cognitive abilities and learner characteristics interact with technology-enhanced instructional strategies to influence academic performance in Physics. A pretest-posttest quasi-experimental design was adopted using 204 pre-degree Physics students from six private universities in Southwestern Nigeria. Participants were grouped into Simulated Video-Based Inverted Classroom (SVBIC) (n = 83), Virtual Laboratory-Based Inverted Classroom (VLBIC) (n = 51), and Conventional Classroom (n = 70) groups. Data were collected using the Students’ Achievement Test in Physics (SATP) and Spatial Ability Test (SAT) over a thirteen-week intervention period. The study tested three hypotheses: whether spatial visualisation ability significantly affects students’ achievement in Physics, whether gender significantly affects achievement, and whether there is a significant interaction effect between spatial ability and gender on achievement. Analysis of Covariance (ANCOVA) was used to analyse the data while controlling for pretest differences. Findings revealed that spatial visualisation ability alone had no statistically significant main effect on students’ achievement in Physics, F(2,187) = 0.946, p = .390, partial η² = .010. Similarly, gender alone did not significantly influence achievement, F(1,187) = 3.212, p = .075, partial η² = .017. However, a statistically significant interaction effect was found between spatial ability and gender on students’ achievement in Physics, F(2,187) = 3.847, p = .023, partial η² = .040. Estimated Marginal Mean analysis showed that female students with low and medium spatial ability achieved higher posttest scores than their male counterparts, while male students with high spatial ability performed slightly better than females with high spatial ability. These findings suggest that simulation-based instructional environments provided supportive cognitive scaffolding that reduced traditional gender disparities associated with spatial tasks in STEM learning. The data indicate that spatial visualisation ability does not independently determine achievement in Physics; rather, its influence depends on interactions with gender and instructional context. The study demonstrates that simulation-based instructional strategies can support diverse learners by externalising complex spatial processes, thereby improving conceptual understanding and reducing barriers to learning. The dataset may be useful for researchers, educators, and curriculum developers interested in STEM education, spatial cognition, gender studies, and technology-enhanced learning interventions.本研究旨在探究模拟化教学环境中，空间可视化能力（spatial visualisation ability）、性别与大学预科物理学生学业成绩之间的关联。本研究以空间认知理论（Spatial Cognition Theory）和认知负荷理论（Cognitive Load Theory）为理论基础，探讨认知能力与学习者特征如何与技术增强型教学策略相互作用，进而影响物理学科的学业表现。 本研究采用前测-后测准实验设计，招募了尼日利亚西南部六所私立大学的204名大学预科物理学生作为被试。被试被分为三组：模拟视频翻转课堂（Simulated Video-Based Inverted Classroom，SVBIC）组（n=83）、虚拟实验室翻转课堂（Virtual Laboratory-Based Inverted Classroom，VLBIC）组（n=51）与传统课堂（Conventional Classroom）组（n=70）。研究采用物理学生学业成绩测试（Students’ Achievement Test in Physics，SATP）与空间能力测试（Spatial Ability Test，SAT），在为期13周的干预周期内收集数据。 本研究检验了三项假设：其一，空间可视化能力是否会对学生物理学业成绩产生显著主效应；其二，性别是否会对学业成绩产生显著影响；其三，空间能力与性别之间是否存在对学业成绩的显著交互效应。本研究采用协方差分析（Analysis of Covariance，ANCOVA）对数据进行分析，并控制前测得分差异。 研究结果显示，仅空间可视化能力对学生物理学业成绩不存在统计学意义上的显著主效应，F(2,187)=0.946，p=0.390，偏η²=0.010。同样，仅性别也未对学业成绩产生显著影响，F(1,187)=3.212，p=0.075，偏η²=0.017。但空间能力与性别在学生物理学业成绩上存在统计学意义上的显著交互效应，F(2,187)=3.847，p=0.023，偏η²=0.040。 估计边际均值分析结果显示，空间能力处于低、中等水平的女生其后测得分高于同水平男生；而空间能力处于高水平的男生其表现略优于同水平女生。上述结果表明，模拟化教学环境提供了支持性的认知支架，缓解了STEM（科学、技术、工程与数学）学习中与空间任务相关的传统性别差异。 数据表明，空间可视化能力并非独立决定物理学业成绩，其影响取决于与性别及教学情境的交互作用。本研究证实，模拟化教学策略可通过外化复杂空间加工过程，为多样化学习者提供支持，进而提升概念理解水平并降低学习障碍。本数据集可供关注STEM教育、空间认知、性别研究及技术增强型学习干预的研究者、教育工作者与课程开发者使用。