The Role of Spatial Anxiety, Geometry Self-Efficacy and Gender in Predicting Geometry Achievement

In this study, eighth-grade students' spatial anxiety, geometry self-efficacy, and geometry achievement were examined based on gender. The roles of spatial anxiety, geometry self-efficacy and gender in predicting the geometry achievement were also investigated. Spatial Anxiety Scale, Geometry Self-Efficacy Scale and Geometry Achievement Test were administered to eighth-grade students of nine different elementary schools. Results indicated that spatial anxiety and geometry achievement levels of the students were low but geometry self-efficacy level was medium. Besides, there was a significant difference between males and females in terms of spatial anxiety levels favoring males. Moreover, only geometry self-efficacy was found to be a significant predictor of geometry achievement. At the same time, it was found that spatial anxiety and gender did not predict geometry achievement significantly. SUMMARY Purpose and significance: The purpose of this study was to examine the eighth-grade students' spatial anxiety, geometry self-efficacy, and geometry achievement based on gender. In addition, the roles of spatial anxiety, geometry self-efficacy and gender in predicting the geometry achievement of eighth-grade students were also investigated. One of the aims of geometry was stated as developing spatial ability of students with the help of 3D shapes and various representations. Numerous studies have documented a positive relationship between spatial visualization ability and mathematics and geometry achievement (Battista, Wheatley, & Talsma, 1982; Boulter, 1992; Hannafin, Truxaw, Vermillion, & Liu, 2008). In addition, research studies have shown that there is a negative relationship between spatial ability and spatial anxiety. Much of the research related to spatial ability has focused on gender difference and emphasized the higher spatial ability level of males over females. In many studies, self-efficacy was used to explain the reason of different performances of individuals who have the same knowledge and ability. Therefore, spatial anxiety, gender and geometry self-efficacy were considered in prediction of geometry achievement in this study. Methods: Participants were 1043 eight-grade students from Yenimahalle district of Ankara. 513 of the participants were male and 530 of them were female between ages 13 and 14. Data were collected via three scales: Spatial Anxiety Scale, Geometry Self-Efficacy Scale and Geometry Achievement Test. A pilot study was conducted with 45 eight-graders of one elementary school located in Kecioren district of Ankara, in order to satisfy validity and reliability of the scales. Main study was conducted in the spring semester of 2011-2012 academic-year. Data were analyzed, and both descriptive and inferential statistics were reported. Results: Spatial anxiety and geometry achievement of participants were low while geometry self-efficacy of the participants was medium. When the results were analyzed in terms of gender, females' spatial anxiety level was significantly higher than that of males which is consistent with previous research studies. However, the difference between females and males in terms of geometry achievement and geometry self-efficacy were not significant. Finally, the model predicting the geometry achievement of participants by spatial anxiety, geometry self-efficacy and gender was significant and explained the 23.3 % of the variance. The results indicated that only the geometry self-efficacy significantly predicted the geometry achievement of 8 th -graders in a positive way. Discussion and Conclusions: It is claimed that there is a negative relationship between spatial anxiety and spatial ability in literature. It can be said that high spatial anxiety will decrease success in geometry since spatial ability has been positively related to geometry achievement. Therefore, having a low level of spatial anxiety may be an advantage for participants in terms of geometry achievement in the present study. However, there was a significant difference between females and males in terms of spatial anxiety. In order to decrease this gender difference, it was suggested to encourage females to interact with their environment more and to play with concrete materials such as Legos during childhood. The results also indicated that participants' geometry achievement was low but geometry self-efficacy level was medium. Moreover, there was no significant gender difference in geometry achievement and geometry self-efficacy scores. Further, geometry self-efficacy was the only variable predicting geometry achievement significantly. Considering the findings, it can be argued that geometry self-efficacy is one of the crucial factors affecting geometry achievement of eighth grade students. Hence, teacher candidates might be informed about the importance of geometry self-efficacy in geometry achievement.