The Influence of Proof Understanding Strategies and Negative Self-Concept on Undergraduate Afghan Students' Achievement in Modern Algebra

Autor/inn/en	Mowahed, Ahmad Khalid; Song, Naiqing; Xinrong, Yang; Changgen, Pei
Titel	The Influence of Proof Understanding Strategies and Negative Self-Concept on Undergraduate Afghan Students' Achievement in Modern Algebra
Quelle	In: International Electronic Journal of Mathematics Education, 15 (2020) 1, (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1306-3030
Schlagwörter	Validity; Mathematical Logic; Algebra; Mathematics Achievement; Undergraduate Students; Foreign Countries; Self Concept; Structural Equation Models; Correlation; Mathematics Instruction; Learning Strategies; Academic Ability; Student Attitudes; Afghanistan + Suchen Sie Ihr Suchwort? Gültigkeit; Mathematical logics; Mathematische Logik; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Ausland; Selbstkonzept; Korrelation; Mathematics lessons; Mathematikunterricht; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Schülerverhalten
Abstract	This study explored the influence of proof understanding strategies and negative self-concept on undergraduate Afghan students' achievement in modern algebra 1. To examine the relationships among proof understanding strategies, negative self-concept and achievement in modern algebra 1, we used structural equation modeling on data collected from three classes of students taking modern algebra in two consecutive years of 2016 and 2017. Participants of this study included 139 sophomore Afghan students, 40.29% male and 59.71% female. Conducting SEM analysis resulted the following findings: firstly, negative self-concept had significant negative influence over students' achievement in modern algebra 1; secondly, proof understanding strategies had significant positive influence over students' achievement in modern algebra 1; thirdly, negative self-concept had significant negative influence over proof understanding strategies; finally, the data fitted very well the SEM model, implying that proof understanding strategies and negative self-concept significantly influence students' achievement in modern algebra 1. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01