| The goal of this study was to examine the contribution of cognitive and affective traits to student success in Algebra I. The cognitive traits measured were prior grades in mathematics and scores on two scales of the Kolb LSI (abstract/generalization and reflection/observation). The affective traits measured were attitude toward math and mathematics self-efficacy. These hypothesized relationships were explored using a structural equation modeling analysis.;The instruments used to measure students' math readiness include prior mathematics achievement as measured by the previous semester grade earned by the student, a self assessment instrument by the district adopted curriculum publisher measuring self-efficacy in mathematics, an Attitude Towards Mathematics Inventory developed by Tapia, and the Kolb Learning Style Inventory obtained from the Hay Group, Inc.;The Structural Equation Model was estimated in several steps, using the SAS PROC CALIS computer program. First the measurement part of the model (constructs and their indicators) was specified and estimated. Second, the structural relationships in the model were then specified and estimated. Third, paths indicated as redundant, if present were deleted from the model. Finally, a "best fit" model (final model) for the prediction and explanation for success in Algebra I was created.;The results of the study indicate that the affective factors and learning style of the student are equally important to overall Algebra I success as is the cognitive component as represented by prior grades. The study implies that teachers need to use a combination of approaches to enable students to reach their full potential. |
