A structural equation model examining the relationships among mathematics achievement, attitudes toward statistics, and statistics outcomes

Emmioğlu, Esma
The purpose of the current study was to investigate the structural relationships among self-reported mathematics achievement, attitudes toward statistics, and statistics outcomes by testing a structural model. The current study utilized a survey design. The participants of study consisted of 247 undergraduate and graduate students enrolled in statistics courses in a university in Turkey. The participants were from different disciplines such as engineering, education, and economics. The Turkish version of the Survey of Attitudes toward Statistics-36© (SATS-36©) was used to collect data. The SATS-36© assessed six components of statistics attitudes: cognitive competence, value, difficulty, effort, interest, and affect. Higher scores of the six components referred to the more positive attitudes. In addition, the SATS-36© involved additional items to measure students’ self-reports of mathematics achievement and statistics outcomes. Results of the descriptive statistics analyses revealed that participants of the study had positive attitudes toward statistics except that they had neutral perceptions about the difficulty of statistics and neutral interest in statistics. Statistics outcomes variable was significantly correlated with mathematics achievement, affect, value, interest, and effort variables. Structural equation modeling was used to test the hypothesized structural regression model. Results indicated that affect, value, cognitive competence, and interest variables had large total standardized effects on statistics outcomes variable. Mathematics achievement and the effort variables had small total effects on explaining statistics outcomes. Difficulty had no statistically significant total effect on explaining statistics outcomes. Overall, the hypothesized structural regression model explained 66% of the total variance in statistics outcomes, which was statistically significant.


A simulation study on marginalized transition random effects models for multivariate longitudinal binary data
Yalçınöz, Zerrin; İlk Dağ, Özlem; Department of Statistics (2008)
In this thesis, a simulation study is held and a statistical model is fitted to the simulated data. This data is assumed to be the satisfaction of the customers who withdraw their salary from a particular bank. It is a longitudinal data which has bivariate and binary response. It is assumed to be collected from 200 individuals at four different time points. In such data sets, two types of dependence -the dependence within subject measurements and the dependence between responses- are important and these are...
An analysis of teacher background indices and their relation to the eighth grade Turkish students’ mathematics achievement in TIMSS 2007
Mihyap, Kübra; Berberoğlu, Halil Giray; Department of Secondary Science and Mathematics Education (2011)
The purpose of this study is to investigate teacher background indices and their relation to mathematics achievement. For this purpose, the data collected from 146 Turkish mathematics teachers and 4498 8th grade Turkish students with the instruments - mathematics teacher background questionnaire and mathematics achievement test in the Trends in International Mathematics and Science Study (TIMSS 2007) were analyzed by using the Pearson’s Product Moment Correlation. The teacher background indices, constructed...
A structural model on 7th grade students’ motivational beliefs, use of self-regulation strategies, and mathematics achievement
Kayan Fadlelmula, Fatma; Çakıroğlu, Erdinç; Sungur, Semra; Department of Elementary Education (2011)
This study was conducted in an attempt to integrate a number of cognitive, motivational and behavioral factors in elementary mathematics education, and to develop a theoretical model that explains the direct and indirect relationships among these concepts and their underlying dimensions. In particular, it was intended to examine the interrelationships among students’ achievement goal orientations, perception of classroom goal structure, self-efficacy, use of self-regulatory strategies, and academic achievem...
An algorithm to analyze stability of gene-expression patterns
Gebert, J; Latsch, M; Pickl, SW; Weber, Gerhard Wilhelm; Wunschiers, R (Elsevier BV, 2006-05-01)
Many problems in the field of computational biology consist of the analysis of so-called gene-expression data. The successful application of approximation and optimization techniques, dynamical systems, algorithms and the utilization of the underlying combinatorial structures lead to a better understanding in that field. For the concrete example of gene-expression data we extend an algorithm, which exploits discrete information. This is lying in extremal points of polyhedra, which grow step by step, up to a...
A simulation study on the comparison of methods for the analysis of longitudinal count data
İnan, Gül; İlk Dağ, Özlem; Department of Statistics (2009)
The longitudinal feature of measurements and counting process of responses motivate the regression models for longitudinal count data (LCD) to take into account the phenomenons such as within-subject association and overdispersion. One common problem in longitudinal studies is the missing data problem, which adds additional difficulties into the analysis. The missingness can be handled with missing data techniques. However, the amount of missingness in the data and the missingness mechanism that the data ha...
Citation Formats
E. Emmioğlu, “A structural equation model examining the relationships among mathematics achievement, attitudes toward statistics, and statistics outcomes,” Ph.D. - Doctoral Program, Middle East Technical University, 2011.