Literaturnachweis - Detailanzeige
Autor/inn/en | Mowahed, Ahmad Khalid; Song, Naiqing; Xinrong, Yang; Changgen, Pei |
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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 |
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 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). |
Anmerkungen | International Electronic Journal of Mathematics Education. Suite 124, Challenge House 616 Mitcham Road, CR0 3AA, Croydon, London, UK. Tel: +44-208-936-7681; e-mail: iejme@iejme.com; Web site: https://www.iejme.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |