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dc.contributor.advisorFrey, Bruce B
dc.contributor.authorDrager, Kirk W.
dc.date.accessioned2014-09-25T04:57:36Z
dc.date.available2014-09-25T04:57:36Z
dc.date.issued2014-08-31
dc.date.submitted2014
dc.identifier.otherhttp://dissertations.umi.com/ku:13632
dc.identifier.urihttp://hdl.handle.net/1808/15165
dc.description.abstractThis 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.
dc.format.extent59 pages
dc.language.isoen
dc.publisherUniversity of Kansas
dc.rightsThis item is protected by copyright and unless otherwise specified the copyright of this thesis/dissertation is held by the author.
dc.subjectEducational tests & measurements
dc.subjectMathematics education
dc.subjectEducational psychology
dc.subjectAbstract
dc.subjectAlgebra
dc.subjectReasoning
dc.titleThe Relationship between Abstract Reasoning and Performance in High School Algebra
dc.typeThesis
dc.contributor.cmtememberGay, Susan A
dc.contributor.cmtememberHansen, David M
dc.thesis.degreeDisciplinePsychology & Research in Education
dc.thesis.degreeLevelM.S.
dc.rights.accessrightsopenAccess


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