A Multivariate Model of Achievement in Geometry

• Published in: The Journal of educational research (Washington, D.C.) Vol. 107; no. 6; pp. 440 - 461
• Main Authors: Bailey, MarLynn, Taasoobshirazi, Gita, Carr, Martha
• Format: Journal Article
• Language: English
• Published: Bloomington Routledge 02.11.2014; Taylor & Francis Group; Taylor & Francis Inc
• Subjects: Academic achievement; achievement emotions; Classification; Emotional Response; Emotions; Freehand Drawing; Geometry; Georgia; Grade 10; High School Students; Hypothesis Testing; Influences; mathematics; Mathematics Achievement; Mathematics education; Mathematics Tests; Motivation; multivariate statistics; Pictorial Stimuli; Problem Solving; Psychological Patterns; Questionnaires; Scores; Secondary School Mathematics; Secondary school students; Statistical Analysis; Structural Equation Models; Student Motivation; Georgia
• ISSN: 0022-0671; 1940-0675
• DOI: 10.1080/00220671.2013.833073

Previous studies have shown that several key variables influence student achievement in geometry, but no research has been conducted to determine how these variables interact. A model of achievement in geometry was tested on a sample of 102 high school students. Structural equation modeling was used to test hypothesized relationships among variables linked to successful problem solving in geometry. These variables, including motivation, achievement emotions, pictorial representation, and categorization skills, were examined for their influence on geometry achievement. Results indicated that the model fit well. Achievement emotions, specifically boredom and enjoyment, had a significant influence on student motivation. Student motivation influenced students' use of pictorial representations and achievement. Pictorial representation also directly influenced achievement. Categorization skills had a significant influence on pictorial representations and student achievement. The implications of these findings for geometry instruction and for future research are discussed.