A Structural Equation Model for Factors Affecting Eighth Graders’ Geometry Achievement

• Published in: Educational sciences : theory & practice Vol. 17; no. 5; pp. 1815 - 1846
• Main Authors: Ünlü, Melihan, Ertekin, Erhan
• Format: Journal Article
• Language: English
• Published: Istanbul Codon Publications 01-10-2017; EDAM (Educational Consultancy Ltd.)
• Subjects: Achievement tests; Attitudes; Eğitim Bilimleri; Kişisel Gelişim; Mathematics education; Structural equation modeling; Student Attitudes; Students; Teaching; Visualization; İstanbul; Türkiye; Geometry achievement; Self-efficacy in geometryc; Attitude toward geometry; Spatial visualization skills; Structural equation model; Anxiety towards geometry
• ISSN: 2148-7561; 1303-0485; 2148-7561
• DOI: 10.12738/estp.2017.5.0545

The 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 Cantürk-Günhan and
Başer; and the Spatial Visualization Test (adapted to Turkish by Yıldız). 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 (x2 = 106.226; χx2 / 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.