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Type of Document Dissertation Author Halat, Erdogan URN etd-08192004-111155 Title Performance, Motivation and Gender with Two Different Instructional Approaches in Geometry Degree Doctor of Philosophy Department Middle and Secondary Education, Department of Advisory Committee
Advisor Name Title Elizabeth Jakubowski Committee Chair Kenneth Shaw Committee Member Leslie Aspinwall Committee Member Steve Blumsack Committee Member Keywords
- Gender
- Performance
- Motivation
- Instruction
Date of Defense 2003-12-13 Availability unrestricted Abstract The purpose of this quantitative study was to compare performance and motivation of sixth-grade students engaged in instruction using a van Hiele theory based curriculum with sixth-grade students engaged in instruction not using a van Hiele theory based curriculum. While the instruction following the van Hiele theory used the curricula, CMP’s Shapes and Designs and Key Curriculum’s Discovering Geometry: An Inductive Approach, the comparative group’s instruction used Scott Foresman’s Middle School Math CourseI. Two hundred seventy-three sixth-grade mathematics students – 123 in the control group, and 150 in the treatment group – were involved in the study.
The researcher employed a geometry test, Van Hiele
Geometry Test (VHGT), used to measure students’ geometry performance and a questionnaire, Course Interest Survey (CIS), used to measure students’ motivation toward the geometry instruction. The VHGT and CIS were both administered to the students by the researcher before and after a five-week period of instruction during a single class period.
The paired samples t-test, the independent samples ttest, and ANCOVA with á = .05 were employed in the analysis of the data. The study indicated that there was no statistically significant difference with respect to students’ performance between the treatment and control
groups, and that there was a statistically significant difference in regard to students’ motivation between the two groups favoring the treatment group instructed with the van Hiele theory based curricula. However, no statistical
difference was indicated by gender in regard to students’ performance and motivation.
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