Geometry anxiety scale for secondary school students

Sağlam, Yasemin; Türker, Belma; Umay, Aysun

doi:10.1016/j.sbspro.2011.03.222

Cited by 7 publications

(5 citation statements)

References 6 publications

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“…This implies that most of them are demotivated during math classes and, hence, new alternatives to the traditional methodology (teaching the theory included in a math textbook and solving the exercises of such a book) are needed; this conclusion is consistent with the literature [3]. As previously commented in the literature section, demotivation and even anxiety are frequently present in Mathematics learning [5][6][7][8][9][10], so innovative methodological approaches such as the one presented herein are usually positively valued by the student body. In keeping with this, it was observed that, in general terms, the proposed methodology in this paper enhances students' motivation to learn (as reflected by the more active participation of students in the classroom).…”

Section: Discussionsupporting

confidence: 74%

“…Thus, many students of the Spanish compulsory secondary education (12-16 years old) do not feel motivated by almost any subject, as reflected by both the school failure and school dropout rates at this education level (i.e., high school) [4]. One of the subjects that, in general terms, is often associated with lower interest levels and higher difficulties in students is mathematics [5][6][7][8]. Furthermore, in many cases mathematics can provoke anxiety in students [9,10].…”

Section: Literature Reviewmentioning

confidence: 99%

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Enhancing Student Motivation in Secondary School Mathematics Courses: A Methodological Approach

2019

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In this paper, a teaching experience carried out within the framework of the subject of mathematics is presented. This subject is taught at several levels in secondary schools. In addition to some specific content related with mathematics (percentages, fractions, graphics, and bank interest), the methodology is designed in order to enhance the development of transversal skills (e.g., oral exposition, poster design and presentation, the analysis of social inequalities, etc.). Survey results based on the responses from over 110 students across four consecutive years, as well as the teacher’s self-assessment, indicate that the proposed methodology enhanced the students’ motivation and was helpful for developing mathematical content in a more pleasant way than in a conventional class based on a master class and problem-solving class.

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Section: Discussionsupporting

confidence: 74%

Section: Literature Reviewmentioning

confidence: 99%

Enhancing Student Motivation in Secondary School Mathematics Courses: A Methodological Approach

2019

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“…Generally speaking, anxiety towards mathematics is defined as a combination of several negative attitudes towards mathematics, such as the fear of success or the lack of self-confidence and overall pressure (Bessant, 1995). Similarly, geometry anxiety can be defined as a feeling of repulsion towards this particular subject (Sağlam et al, 2011).…”

Section: Factors Underlying Geometry Attitudesmentioning

confidence: 99%

High school students’ attitudes towards geometry: An exploratory factor analysis

Doz

Felda²,

Cotič³

2022

CJES

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While there are several scales that measure students’ mathematical attitudes, few are focused on measuring students’ attitudes towards geometry. Some of the scales present in literature measure different dimensions of students’ attitudes towards geometry, such as their enjoyment of the subject, motivation to learn it, and perception of the usefulness of learning geometry. In the present study, we present an instrument that can be used to measure students’ attitudes towards geometry by focusing on four factors: (1) students’ enjoyment, (2) perception of the usefulness of learning geometry, (3) negative (or positive) factors underlying the learning of geometry, and (4) students’ motivation to learn geometry. The instrument has been tested on a sample of 242 Italian high school students. An exploratory factor analysis has shown that the instrument is valid and the reliability of the instrument is high. Keywords: geometry, attitude, PCA, EFA, high school.

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“…This scale was developed by the researchers for determining middle school students' geometry anxiety. While developing the geometry anxiety scale, a comprehensive literature review was first conducted on mathematics (Bindak, 2005;Deniz & Üldaş, 2008;Özdemir & Gür, 2011) and geometry anxiety scales (Sağlam, Türker, & Umay, 2011), then the items were formed. The items were designed using a 5-point Likert scale.…”

Section: Data Collection Toolsmentioning

confidence: 99%

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

Ünlü¹,

Ertekin²

2017

EDUC SCI-THEOR PRACT

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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 (x 2 = 106.226; χx 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. KeywordsGeometry achievement • Attitude toward geometry • Self-efficacy in geometry • Anxiety towards geometry •

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Geometry anxiety scale for secondary school students

Cited by 7 publications

References 6 publications

Enhancing Student Motivation in Secondary School Mathematics Courses: A Methodological Approach

Enhancing Student Motivation in Secondary School Mathematics Courses: A Methodological Approach

High school students’ attitudes towards geometry: An exploratory factor analysis

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

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