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The Relationship between Abstract Re...

Drager, Kirk W.

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The Relationship between Abstract Reasoning and Performance in High School Algebra.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The Relationship between Abstract Reasoning and Performance in High School Algebra./
作者:	Drager, Kirk W.
面頁冊數:	59 p.
附註:	Source: Masters Abstracts International, Volume: 53-05.
Contained By:	Masters Abstracts International53-05(E).
標題:	Educational tests & measurements. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1563368
ISBN:	9781321123463

The Relationship between Abstract Reasoning and Performance in High School Algebra.
Drager, Kirk W.

The Relationship between Abstract Reasoning and Performance in High School Algebra. - 59 p.

Source: Masters Abstracts International, Volume: 53-05.

Thesis (M.S.)--University of Kansas, 2014.

This item must not be sold to any third party vendors.

This study examined abstract reasoning ability as a predictor of success in high school algebra controlling for age, motivation, and previous math achievement. A valid and reliable instrument, the Abstract Reasoning Assessment (ARA), a matrix completion instrument based upon a protocol by Embretson (1998), was developed for the study. Motivation was measured using the Personal Achievement Goal Orientations scale (Midgeley, 2000). Previous math achievement was measured using the course grade from the previous year's math course. Success in algebra was measured by the final exam grade from a first year high school algebra course. 220 ninth grade students took part in the study. A multiple regression analysis found that abstract reasoning ability explained a significant proportion of the variance in high school algebra performance beyond that explained by previous math achievement, motivation and age. Further, based on effect size, abstract reasoning was a better predictor than previous math achievement.

ISBN: 9781321123463Subjects--Topical Terms:

3168483
Educational tests & measurements.

The Relationship between Abstract Reasoning and Performance in High School Algebra.
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520 $a This study examined abstract reasoning ability as a predictor of success in high school algebra controlling for age, motivation, and previous math achievement. A valid and reliable instrument, the Abstract Reasoning Assessment (ARA), a matrix completion instrument based upon a protocol by Embretson (1998), was developed for the study. Motivation was measured using the Personal Achievement Goal Orientations scale (Midgeley, 2000). Previous math achievement was measured using the course grade from the previous year's math course. Success in algebra was measured by the final exam grade from a first year high school algebra course. 220 ninth grade students took part in the study. A multiple regression analysis found that abstract reasoning ability explained a significant proportion of the variance in high school algebra performance beyond that explained by previous math achievement, motivation and age. Further, based on effect size, abstract reasoning was a better predictor than previous math achievement.
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