A structural equation model for factors affecting eighth graders’ geometry achievement

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dc.contributor.authorÜnlü, Melihan
dc.contributor.authorErtekin, Erhan
dc.date.accessioned13.07.201910:50:10
dc.date.accessioned2019-07-16T09:15:22Z
dc.date.available13.07.201910:50:10
dc.date.available2019-07-16T09:15:22Z
dc.date.issued2017
dc.departmentEğitim Fakültesi
dc.description.abstractThe aim of this study is to examine the predictor and explanatory relationships among eighth-grade students' affective factors of attitude toward geometry, geometry anxiety, and geometry self-efficacy, as well as the cognitive factor of spatial visualization skills, with geometry achievement. This relational survey study was conducted on 487 eighth-grade students during the 2012-2013 academic year. The tools used to collect data are the Attitude toward Geometry Scale, Geometry Anxiety Scale, and Geometry Achievement Test developed by the researchers; the Geometry Self-Efficacy Scale developed by Canturk-Gunhan and Baser; and the Spatial Visualization Test (adapted to Turkish by Yildiz). The researchers developed the model in consideration of the relevant literature. This model tests the direct and indirect relationships among the variables of affective factors, spatial visualization skills, and geometry achievement. The model's fit indices were calculated and these fit indices show the model to have good fit (x(2) = 106.226;.x(2) / df = 2.47; RMSEA = 0.05; CFI = 0.97; NFI = 0.95; NNFI = 0.96). Research reveals the relationship between spatial visualization skills and affective factors, between affective factors and geometry achievement, and between spatial visualization skills and geometry achievement to be positive and significant. Affective factors directly explain 26% of the variance in spatial visualization skills and 35% of the variance in geometry achievement, while indirectly explaining 7% of geometry achievement.
dc.description.sponsorshipNecmettin Erbakan University Scientific Research Project [131 410004]
dc.description.sponsorshipThis article is part of the first author's doctoral dissertation and supported under the Necmettin Erbakan University Scientific Research Project (Project Number: 131 410004).
dc.identifier.doi10.12738/estp.2017.5.0545
dc.identifier.endpage1846en_US
dc.identifier.issn2630-5984
dc.identifier.issn2148-7561
dc.identifier.issue5en_US
dc.identifier.scopusqualityN/A
dc.identifier.startpage1815en_US
dc.identifier.urihttps://doi.org/10.12738/estp.2017.5.0545
dc.identifier.urihttps://hdl.handle.net/20.500.12451/4364
dc.identifier.volume17en_US
dc.identifier.wosWOS:000417396600014
dc.identifier.wosqualityN/A
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherEğitim Danışmanlığı ve Araştırmaları Merkezi (EDAM)
dc.relation.ispartofEducational Sciences-Theory & Practice-Kuram ve Uygulamada Eğitim Bilimleri
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.subjectGeometry Achievement
dc.subjectAttitude Toward Geometry
dc.subjectSelf-efficacy in Geometry
dc.subjectAnxiety Towards Geometry
dc.subjectSpatial Visualization Skills
dc.subjectStructural Equation Model
dc.titleA structural equation model for factors affecting eighth graders’ geometry achievement
dc.typeArticle

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