The study investigated the reported regressive performances of students in spatial reasoning concepts with a view to promote early spatial reasoning of lower primary school pupils across ability levels and sex. Nonequivalent experimental research design was employed. A hundred and five (105) pupils in four intact classes were exposed to six weeks intervention and subsequently post-tested. Data collected were analyzed using Analysis of Covariance. The study found significant effect of treatment on the performance of study participants in the ICT-integrated Think-Pair-Share treatment group. No significant interactive effect of ability was found though, the pupils of low-ability group benefitted more from the intervention (M = 12.32, 11.07; SD = 2.86, 2.98). There was no significant different of intervention between boys and girls across strategies and abilities. The study concluded that, while ICT-integrated learning strategies could improve output in spatial concepts of pupils at the primary school level, performances on the basis of sex-groups and ability groups have no significant interaction effect on the learners of spatial reasoning.

中文翻译：

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信息通信技术集成学习策略对尼日利亚低年级小学生空间推理技能的比较影响

该研究调查了所报告的学生在空间推理概念方面的回归表现，以期促进不同能力水平和性别的小学生早期空间推理。采用非等效实验研究设计。四个完整班级的一百零五 (105) 名学生接受了六周的干预，随后进行了后测。使用协方差分析分析收集的数据。该研究发现，在 ICT 集成的 Think-Pair-Share 治疗组中，治疗对研究参与者的表现有显着影响。虽然没有发现能力的显着交互效应，但低能力组的学生从干预中受益更多（M = 12.32, 11.07; SD = 2.86, 2.98）。男孩和女孩在不同策略和能力上的干预没有显着差异。研究得出的结论是，虽然信息通信技术整合的学习策略可以提高小学生空间概念的输出，但基于性别组和能力组的表现对空间推理学习者没有显着的交互作用。