Casual relations among 12th grade students' geometry knowledge, spatial ability, gender and school type

Download

index.pdf

Date

2012

Author

Eryılmaz Çevirgen, Ayşegül

Metadata

Show full item record

Item Usage Stats

329
views

191
downloads

The purpose of this study is to invetigate the causal relationships among 12th grade students’ geometry knowledge regarding prisms and pyramids, spatial ability, gender, and school type. Path analysis was used to test the relationships among knowledge factors (declarative, conditional, and procedural knowledge), spatial ability factors (spatial visualization, mental rotation, and spatial perception ability), gender (female and male), and school type (general high schools and Anatolian high schools). Knowledge factors and spatial ability factors were determined by carrying out confirmatory factor analysis for the Prisms and Pyramids Knowledge Test and Purdue Spatial Visualization Test separately. Results revealed the bilateral relations among students’ declarative, conditional and procedural knowledge; and the bilateral relations among spatial visualization, mental rotation, and spatial perception ability. When relations among spatial ability factors and knowledge factors were examined, the importance of the students’ spatial abilities on geometry performance was exposed explicitly. Spatial visualization and mental rotation ability have positive direct effects on all knowledge factors. Additionally, spatial perception ability have positive direct effect on declarative and procedural knowledge. On the other hand, school type has positive direct effects on students’ geometry knowledge factors and spatial ability factors. These effects exposed the superiority of students in Anatolian high schools in respect of students in general high schools. Moreover, direct effects of gender on mental rotation ability, spatial perception ability, and declarative knowledge were found. Although, results presented the male superiority in mental rotation and spatial perception abilities, direct effect of gender on declarative knowledge indicate the female advantage.

Subject Keywords

Geometry, Mathematics, Education, Secondary., Twelfth grade (Education).

URI

http://etd.lib.metu.edu.tr/upload/12614970/index.pdf
https://hdl.handle.net/11511/22031

Collections

Graduate School of Natural and Applied Sciences, Thesis

Suggestions

OpenMETU
Core

Scientific epistemological beliefs, perceptions of constructivist learning environment and attitude towards science as determinants of students approaches to learning Özkal, Kudret; Öztekin, Ceren; Department of Elementary Science and Mathematics Education (2007) The purpose of this study was to investigate scientific epistemological beliefs, perceptions of constructivist learning environment, attitude towards science, prior knowledge and gender as determinants of students’ approaches to learning. This study was carried out in 2005-2006 Spring Semester. One thousand, one hundred and fifty two eighth grade students from seven public schools in Çankaya, a district of Ankara participated in this study. Epistemological Beliefs Questionnaire, Constructivist Learning Envi...
Project-based geometry learning: Knowledge and attitude of field-dependent/independent cognitive style students Ubuz, Behiye (Informa UK Limited, 2019-01-01) The authors in a convergent parallel mixed method design aimed to investigate whether and how the geometry knowledge and attitude toward geometry of students with field-dependent/independent cognitive style improve differentially within a project-based learning environment. Quantitative data were collected from 97 seventh-grade students before and after the treatment. Repeated measures multivariate analysis of covariance results, controlling for gender and prior mathematics achievement, revealed a statistic...
Mathematical Knowledge for Teaching the Function Concept and Student Learning Outcomes Hatisaru, Vesife; Erbaş, Ayhan Kürşat (Springer Science and Business Media LLC, 2017-04-01) The purpose of this study was to examine the potential interrelationships between teachers' mathematical knowledge for teaching (MKT) the function concept and their students' learning outcomes of this concept. Data were collected from two teachers teaching in a vocational high school and their students through a function concept test for teachers and students, follow-up interviews with teachers, and classroom observations. Findings indicated that teachers' MKT and students' learning outcomes were related to...
High school students' beliefs about mathematics and the teaching of mathematics Mert, Özge; Bulut, Safure; Department of Secondary Science and Mathematics Education (2004) The purpose of the study was to investigate the high school students' beliefs about mathematics and the teaching of mathematics. The study was conducted in Ankara with 425 tenth-grade students enrolled to general, Anatolian, foreign language and vocational high schools. Two measuring instruments were utilized: 1.Beliefs about Mathematics Scale (BaMS); 2.Beliefs about the Teaching of Mathematics Scale (BTMS). The validity and reliability of these scales were tested. The design of the present research is a ca...
Analysis of a Content-based Needs Assessment Survey for Physics Teachers OKTAY, Özlem; Eryılmaz, Ali (Hacettepe University, 2020-04-01) The purpose of the study is to develop and analyze a content-based needs assessment survey for physics teachers. With this aim, a Teacher Survey on the Nature of Physics (TSNOP) was developed as a measurement instrument for the study. The TSNOP was used to identify inservice physics teachers' needs, wishes, expectations and problems for the Nature of Physics (NOP) unit of a Professional Development Program (PDP). A total of 60 inservice physics teachers participated in the study. TSNOP includes four specifi...

Citation Formats

A. Eryılmaz Çevirgen, “Casual relations among 12th grade students’ geometry knowledge, spatial ability, gender and school type,” Ph.D. - Doctoral Program, Middle East Technical University, 2012.