Factors related to geometry achievement of urban high school female students

Date of Award




Degree Name

Doctor of Education (Ed.D.)


Teaching and Learning

First Committee Member

Gilbert J. Cuevas - Committee Chair


The purpose of this study was to examine the roles of selected factors related to female high school students' geometry achievement. Factors considered were: spatial ability, spatial toy usage, ethnicity, and parental perceptions.The research and literature review indicates that achievement in geometry is related to spatial ability. Researchers recommend that the role of spatial toys in the development of spatial ability should be studied. The role of parental perceptions of their daughter's mathematical ability has been determined to be an important factor in mathematical achievement. Ethnic differences concerning achievement in geometry are not directly addressed in the literature.The two hundred sixteen female students taking geometry in three high schools in the Dade County (Florida) Public Schools participated in the study. The instruments used for assessing geometry achievement and spatial ability were the 1986 Dade County Geometry Test Form 4 and the Developing Cognitive Abilities Test, respectively. Questionnaire and survey instruments were used to obtain information regarding parental perceptions, ethnicity and spatial toy usage during early childhood. A Likert scale was utilized to report frequency of toy usage.T-test, Pearson correlation coefficient, Chi Square test for independence and ANOVA were used to examine the existence of possible differences and relationships among the variables. Results of the study indicated: (1) no significant differences between high and low spatial ability groups on self-reported toy usage; (2) a significant relationship between geometry achievement and spatial ability; (3) no significant differences between high and low geometry achievers on their reported use of spatial toys; (4) a difference in geometry achievement between White non-Hispanic and Hispanic students; (5) a strong positive relationship between parental perceptions of their daughter's achievement and the student's performance in geometry.Further research is necessary to clarify the role of toys on the development of spatial ability and geometry achievement.


Education, Mathematics; Women's Studies

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