The Relationship between Abstract Reasoning and Performance in High School Algebra
Issue Date
2014-08-31Author
Drager, Kirk W.
Publisher
University of Kansas
Format
59 pages
Type
Thesis
Degree Level
M.S.
Discipline
Psychology & Research in Education
Rights
This item is protected by copyright and unless otherwise specified the copyright of this thesis/dissertation is held by the author.
Metadata
Show full item recordAbstract
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.
Collections
- Education Dissertations and Theses [1065]
- Theses [3906]
Items in KU ScholarWorks are protected by copyright, with all rights reserved, unless otherwise indicated.
We want to hear from you! Please share your stories about how Open Access to this item benefits YOU.