Download or read book A Structural Equation Model of the Factors Impacting Problem Success of Algebra Word Problems written by Kenny H. Kim and published by . This book was released on 2007 with total page 336 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Variables Contributing to Success in Algebra I written by Alice E. Hahn and published by . This book was released on 2008 with total page 256 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Problem with Word Problems written by Abbey Auxter Auxter and published by . This book was released on 2016 with total page 182 pages. Available in PDF, EPUB and Kindle. Book excerpt: College Algebra is a gatekeeper course that serves as an obstacle for many students pursuing STEM careers. Lack of success in this course could be a key reason why the United States lags behind other industrialized countries in the number of students graduating with STEM majors and joining the STEM workforce. Of the many topics presented in College Algebra that pose problems, students often have particular difficulty with the application of systems of equations in the form of word problems. The present study aims to identify the factors associated with success and failure on systems of equations word problems. The goal was to identify the factors that remained significant predictors of success in order to build a theory to explain why some students are successful and other have difficulty. Using the Opportunity-Propensity Model of Byrnes and colleagues as the theoretical guide (e.g., Byrnes & Miller-Cotto, 2016), the following questions set the groundwork for the current study: (1) To what extent do antecedent (gender, race/ethnicity, socioeconomic status, and university) and propensity factors (mathematical calculation ability, mathematics anxiety, self-regulation, motivation, and ESL) individually and collectively predict success with systems of equations word problems in College Algebra students, and (2) How do these factors relate to each other? Bivariate correlations and hierarchical multiple regression were used to examine the relationships between the factors and word problem set-up as well as correct completion of the word problems presented. Results indicated after all variables were entered, calculation ability, self-regulation as determined by homework score, and anxiety were the only factors to remain significant predictors of student performance on both levels. All other factors either failed to enter as significant predictors or dropped out when the complete set had been entered. Reasons for this pattern of results are discussed, as are suggestions for future research to confirm and extend these findings.
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2007 with total page 756 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Scientific and Technical Aerospace Reports written by and published by . This book was released on 1992 with total page 564 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Structural equation model of cognitive and non cognitive factors affecting business students mathematics achievement written by Ronaldo A. Manalo and published by . This book was released on 2011 with total page 139 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study aimed to investigate the different cognitive and non-cognitive factors affecting the mathematics of 276 out of 929 regular second year regular students of the College of Commerce and Business Administration at the University of Santo Tomas for the academic year 2010-2011 who were selected using stratified sampling. The descriptive-correlational design was used in this study. Findings revealed that 62.3% of the respondents are females, 70.3% finished their secondary education in private sectarian schools and only 7.6% graduated from a public school. The average IQ is 103 with 2% having superior IQ and 3% having poor IQ. Their previous average grades were 85.5%, 82.5%, and 83.5% for College Algebra, Mathematics of Investment, and Mathematical Analysis in Business respectively. They also obtained an average of 85% in the two English courses in the Basic Business Education Curriculum. The entrance test results showed that students obtained higher rating in mathematics than in English. It was found that there is significant difference in the mathematics achievements when students are grouped according to type of high school attended and entry status in college. Both cognitive and non-cognitive factors when taken collectively have impact on the mathematics achievement. All the cognitive and affective factors investigated in this study are significantly related to mathematics achievement. The structural equation model revealed that IQ, previous mathematics grades, and entrance test result in mathematics are good predictors mathematics achievement. The structural equation model revealed that IQ, previous mathematics grades, and entrance test result in mathematics are good predictors mathematics achievement. Therefore, it is very important that in planning, teachers should consider not only the cognitive skills but also the non-cognitive factors proved to be related to achievement in order to have a substantial academic progress.
Download or read book A STRUCTURAL EQUATION MODELING STUDY FACTORS RELATED TO MATHEMATICS AND GEOMETRY ACHIEVEMENT ACROSS GRADE LEVELS written by and published by . This book was released on 2005 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The factors related to mathematics and geometry achievement were modeled in this study. It was based on the data obtained from the Student Assessment Program carried out by Ministry of National Education. Mathematics achievement tests and student questionnaires of each grade were analyzed by using principal component analysis to obtain different dimensions that are expected to be related with student achievement. Before the principal component analysis, a content based evaluation of the content of the mathematics achievement tests was actualized and the items were grouped as mathematics and geometry. Regarding the student questionnaire socio-economic status, perception of success and interest toward mathematics and science, student-centered activities and teacher-centered activities in the classroom were identified as factors through the principal component analysis. Thereafter, three models were designed and tested by structural equation modeling technique (SEM) using LISREL 8.54. Path analysis with latent variables was used for testing the models. The following results were obtained in the study. In all of the models, socioeconomic status had a positive impact on the mathematics and geometry achievement of the students for all the grade levels examined. Teacher centered activities were found to be positively related with the students’ success of mathematics and geometry. On the other hand, student centered activities intended to have a negative relation with mathematics and geometry achievement. As the other variables were considered, an increase on the mathematics and geometry scores of the students’ was observed in all grade levels with the increase in the perception of success and interest toward mathematics and science.
Download or read book Resources in Education written by and published by . This book was released on 1984 with total page 1018 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Structural Model of Factors Relating to Success in Calculus College Algebra and Developmental Mathematics written by Barbara Sunderland Rives and published by . This book was released on 1992 with total page 402 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book An Investigation of Factors Affecting Student Performance in Algebraic Word Problem Solutions written by Jerry Eugene Wright and published by . This book was released on 2014 with total page 286 pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation was designed to investigate the potential significance of several student algebraic word problem solving skills. The solution of an algebra word problem (AWP) requires the creation and solution of an equation based on the problem context. Common Core State Standards in both English Language Arts and Mathematics emphasize student learning and proficiency in algebra word problem contexts. Eight factors of student mathematical ability were proposed, and three of those eight factors were studied in depth to determine their significance. Similar research supported the theory that the translation phase of the solution process presented the student with the most significant difficulty, as the natural language of the problem statement was changed into mathematical symbolism and equations. The findings of the current research suggested that additional cognitive tasks and abilities were required to obtain successful solutions to AWP, in addition to mere translation. -- Students enrolled in Algebra I, Algebra II, and Pre-Calculus courses in public secondary schools were surveyed about their previous and current experiences in solving AWP and were given a battery of assessments to determine individual performance levels in solving AWP. Data on perceived difficulties in AWP solution, as mentioned by students on mathematical learning style surveys and on the battery of assessments for actual AWP solution performance, were collected. Measures of association and correlation were calculated and ANOVA analyses were conducted. -- Statistically significant rank-order correlations were found in comparisons of participant performance in a) ability to identify algebraic operations, b) ability to recognize relational statements, and c) ability to translate text into equations when compared with correctly solved AWP scores. Statistically significant differences in mean number of correctly solved AWP were found between grade levels 9, 10, and 11 and also between the following courses: Algebra I, Algebra II, and Pre-Calculus. No statistically significant differences were found in comparison of participant gender groups and no statistically significant differences were found in comparison of participant ethnicity groups. Criteria for identification of a participant as a proficient AWP solver were developed. Participant mathematical learning style characteristics were investigated to determine influential factors in measured AWP solution ability.
Download or read book Conceptual Model Based Problem Solving written by Yan Ping Xin and published by Springer Science & Business Media. This book was released on 2013-02-11 with total page 267 pages. Available in PDF, EPUB and Kindle. Book excerpt: Are you having trouble in finding Tier II intervention materials for elementary students who are struggling in math? Are you hungry for effective instructional strategies that will address students’ conceptual gap in additive and multiplicative math problem solving? Are you searching for a powerful and generalizable problem solving approach that will help those who are left behind in meeting the Common Core State Standards for Mathematics (CCSSM)? If so, this book is the answer for you. • The conceptual model-based problem solving (COMPS) program emphasizes mathematical modeling and algebraic representation of mathematical relations in equations, which are in line with the new Common Core. • “Through building most fundamental concepts pertinent to additive and multiplicative reasoning and making the connection between concrete and abstract modeling, students were prepared to go above and beyond concrete level of operation and be able to use mathematical models to solve more complex real-world problems. As the connection is made between the concrete model (or students’ existing knowledge scheme) and the symbolic mathematical algorithm, the abstract mathematical models are no longer “alien” to the students.” As Ms. Karen Combs, Director of Elementary Education of Lafayette School Corporation in Indiana, testified: “It really worked with our kids!” • “One hallmark of mathematical understanding is the ability to justify,... why a particular mathematical statement is true or where a mathematical rule comes from” (http://illustrativemathematics.org/standards). Through making connections between mathematical ideas, the COMPS program makes explicit the reasoning behind math, which has the potential to promote a powerful transfer of knowledge by applying the learned conception to solve other problems in new contexts. • Dr. Yan Ping Xin’s book contains essential tools for teachers to help students with learning disabilities or difficulties close the gap in mathematics word problem solving. I have witnessed many struggling students use these strategies to solve word problems and gain confidence as learners of mathematics. This book is a valuable resource for general and special education teachers of mathematics. - Casey Hord, PhD, University of Cincinnati
Download or read book MLA International Bibliography of Books and Articles on the Modern Languages and Literatures written by and published by . This book was released on 2008 with total page 1054 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Multiple Regression and Beyond written by Timothy Z. Keith and published by Routledge. This book was released on 2019-01-14 with total page 640 pages. Available in PDF, EPUB and Kindle. Book excerpt: Companion Website materials: https://tzkeith.com/ Multiple Regression and Beyond offers a conceptually-oriented introduction to multiple regression (MR) analysis and structural equation modeling (SEM), along with analyses that flow naturally from those methods. By focusing on the concepts and purposes of MR and related methods, rather than the derivation and calculation of formulae, this book introduces material to students more clearly, and in a less threatening way. In addition to illuminating content necessary for coursework, the accessibility of this approach means students are more likely to be able to conduct research using MR or SEM--and more likely to use the methods wisely. This book: • Covers both MR and SEM, while explaining their relevance to one another • Includes path analysis, confirmatory factor analysis, and latent growth modeling • Makes extensive use of real-world research examples in the chapters and in the end-of-chapter exercises • Extensive use of figures and tables providing examples and illustrating key concepts and techniques New to this edition: • New chapter on mediation, moderation, and common cause • New chapter on the analysis of interactions with latent variables and multilevel SEM • Expanded coverage of advanced SEM techniques in chapters 18 through 22 • International case studies and examples • Updated instructor and student online resources
Download or read book Structural Equation Modeling for Social and Personality Psychology written by Rick H Hoyle and published by SAGE Publications Ltd. This book was released on 2011-02-15 with total page 122 pages. Available in PDF, EPUB and Kindle. Book excerpt: Structural Equation Modeling offers a nontechnical presentation of SEM with an emphasis on applications in social and personality psychology. The presentation begins with a discussion of the relation between SEM and statistical strategies widely used in social and personality psychology such as analysis of variance, multiple regression analysis, and factor analysis. This introduction is followed by a nontechnical presentation of the terminology, notation, and steps followed in a typical application of SEM. The reminder of the volume offers a practically-oriented presentation of specific applications using examples typical of social and personality psychology and offering advice for dealing with relevant issues such as missing data, choice of software, and best practices for interpreting and reporting results. The SAGE Library in Social and Personality Psychology Methods provides students and researchers with an understanding of the methods and techniques essential to conducting cutting-edge research. Each volume within the Library explains a specific topic and has been written by an active scholar (or scholars) with expertise in that particular methodological domain. Assuming no prior knowledge of the topic, the volumes are clear and accessible for all readers. In each volume, a topic is introduced, applications are discussed, and readers are led step by step through worked examples. In addition, advice about how to interpret and prepare results for publication are presented.
Download or read book Aerospace Medicine and Biology written by and published by . This book was released on 1992 with total page 538 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Research Issues in the Learning and Teaching of Algebra written by Sigrid Wagner and published by Routledge. This book was released on 2016-11-30 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: First Published in 1989. Routledge is an imprint of Taylor & Francis, an informa company.
Download or read book Education A E written by University Microfilms, Incorporated and published by University Microfilms. This book was released on 1989 with total page 796 pages. Available in PDF, EPUB and Kindle. Book excerpt:
