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Journals / Çukurova Üniversitesi Eğitim Fakültesi Dergisi / 2018 / Cilt: 47 - Sayı: 2

Factors Associated with Prospective Teachers’ Achievement in Quadrilateral Definitions: An Exploration of Background Characteristics

Ramazan AVCU
Pages
566–600
Publication Date
2018-10-01
DOI
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

The results showed that participants had low level of achievement in defining special quadrilaterals.

📌 3 Key Takeaways

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Objective & Hypothesis:Öz This study investigated the relationships among prospective middle school mathematics teachers’ background variables and their achievement in defining special quadrilaterals.
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Key Findings & Data:The participants of the study were 184 prospective teachers (49 males and 135 females) from four intact classes (38 freshmen, 50 sophomores, 49 juniors, and 47 seniors).
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Conclusion & Impact:The results showed that participants had low level of achievement in defining special quadrilaterals.
🔬Design:Survey & Empirical Study
📍Scope:Comprehensive Sample
⚙️Variables:Anahtar Kelimeler special quadrilaterals · background variables · prospective teachers

Özet

Öz This study investigated the relationships among prospective middle school mathematics teachers’ background variables and their achievement in defining special quadrilaterals. The participants of the study were 184 prospective teachers (49 males and 135 females) from four intact classes (38 freshmen, 50 sophomores, 49 juniors, and 47 seniors). The special quadrilaterals test, the Utley geometry attitude questionnaire, and the background characteristics questionnaire were used to gather data. The results showed that participants had low level of achievement in defining special quadrilaterals. No significant difference was found in their achievement with respect to gender, enrolment in an elective geometry course, and enrolment in a teaching practicum course. On the other hand, their achievement scores differentiated significantly in terms of their year levels. The multiple regression correlation results showed that prospective teachers’ geometry course scores were a significant predictor of their achievement, while CGPAs and geometry attitude scores were not.

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Cite This Article

AVCU, R. (2018). Factors Associated with Prospective Teachers’ Achievement in Quadrilateral Definitions: An Exploration of Background Characteristics. Çukurova Üniversitesi Eğitim Fakültesi Dergisi, Cilt: 47 - Sayı: 2, 566–600. https://ajindex.com/articles/6129

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