A Multivariate Model of Achievement in Geometry

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...

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Published inThe 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
LanguageEnglish
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
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Abstract 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.
AbstractList 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.
Audience High Schools
Secondary Education
Grade 10
Author Taasoobshirazi, Gita
Carr, Martha
Bailey, MarLynn
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Snippet Previous studies have shown that several key variables influence student achievement in geometry, but no research has been conducted to determine how these...
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StartPage 440
SubjectTerms 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
Title A Multivariate Model of Achievement in Geometry
URI https://www.tandfonline.com/doi/abs/10.1080/00220671.2013.833073
https://www.jstor.org/stable/43824165
http://eric.ed.gov/ERICWebPortal/detail?accno=EJ1043616
https://www.proquest.com/docview/1623588697
Volume 107
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