The Direct and Indirect Paths Impacting Geometry Student Achievement

<p>Previous studies have shown that several key variables influence student achievement in geometry, but more research needs to be 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.</p>

Name thesis:degree_name

Doctor of Education in Teacher Leadership (Ed.D)

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Teacher Leadership for Learning

Year dc:date.available

2013

Author dc:creator

• Bailey, MarLynn

Contributors dc:contributor

• Dr. Gita Taasoobshirazi
• Dr. Woong Lim
• Dr. Nikita Patterson

• student achievement
• geometry
• mathematics students
• high school
• Science and Mathematics Education

Repository record dc:identifier

https://digitalcommons.kennesaw.edu/etd/587

OAI identifier oai:identifier

oai:digitalcommons.kennesaw.edu:etd-1589