Moses Tarnum Iornienge and
Felix Ahangba Iorshagher
ARTIFICIAL INTELLIGENCE USAGE, ENVIRONMENTAL FACTORS AND STUDY HABITS AS PREDICTORS OF UNDERGRADUATES’ ACADEMIC ACHIEVEMENT IN THE UNIVERSITY OF IBADAN, NIGERIA
https://doi.org/10.83151/4jz9-kc94
This study developed and validated the Student’s Motivational Attitude Scale on Geometry (SMASG), a psychometric instrument designed to measure secondary school students' attitudes toward geometry. Employing an instrumentation research design, a 40-item questionnaire (featuring a set of positively and negatively worded statements on a four-point scale) was trial tested on 40 Senior Secondary School Three (SSS3) students. Data was collected from a sample of 197 from a population of 1082 SSS3 students in schools within Gboko town. Factor analysis was used to assess scale reliability and explore the underlying factor structure. The analysis yielded a high Cronbach's alpha reliability coefficient of 0.84. Furthermore, exploratory factor analysis using Varimax rotation revealed that students' attitudes are not unidimensional but are characterized by a four-factor structure, identifying four distinct and meaningful psychological constructs that shape students' perceptions of geometry. This valid and reliable scale provides educators and researchers with a robust tool for assessing motivational attitudes in the context of geometry education. The study concludes that a student's relationship with geometry is not one-dimensional. It is a complex interplay of how much they enjoy it, how anxious it makes them, how useful they think it is, and whether they believe it's relevant to their life. Recommendations were made based on the findings of the study.
Keywords: Geometry, Instrument Validation, Factor Analysis, Student Motivation.
Moses Tarnum Iornienge and Felix Ahangba Iorshagher
ARTIFICIAL INTELLIGENCE USAGE, ENVIRONMENTAL FACTORS AND STUDY HABITS AS PREDICTORS OF UNDERGRADUATES’ ACADEMIC ACHIEVEMENT IN THE UNIVERSITY OF IBADAN, NIGERIA https://doi.org/10.83151/4jz9-kc94
This study developed and validated the Student’s Motivational Attitude Scale on Geometry (SMASG), a psychometric instrument designed to measure secondary school students' attitudes toward geometry. Employing an instrumentation research design, a 40-item questionnaire (featuring a set of positively and negatively worded statements on a four-point scale) was trial tested on 40 Senior Secondary School Three (SSS3) students. Data was collected from a sample of 197 from a population of 1082 SSS3 students in schools within Gboko town. Factor analysis was used to assess scale reliability and explore the underlying factor structure. The analysis yielded a high Cronbach's alpha reliability coefficient of 0.84. Furthermore, exploratory factor analysis using Varimax rotation revealed that students' attitudes are not unidimensional but are characterized by a four-factor structure, identifying four distinct and meaningful psychological constructs that shape students' perceptions of geometry. This valid and reliable scale provides educators and researchers with a robust tool for assessing motivational attitudes in the context of geometry education. The study concludes that a student's relationship with geometry is not one-dimensional. It is a complex interplay of how much they enjoy it, how anxious it makes them, how useful they think it is, and whether they believe it's relevant to their life. Recommendations were made based on the findings of the study. Keywords: Geometry, Instrument Validation, Factor Analysis, Student Motivation.