Problem-Solving Performance and Mathematics Achievement: The Mediating Role of Eye Tracking Measurements

Creative Commons License

Şimşek İ., Uygun T., Güner P.

International Online Journal of Education and Teaching , sa.7, ss.1111-1124, 2020 (TRDizin)

  • Yayın Türü: Makale / Tam Makale
  • Basım Tarihi: 2020
  • Dergi Adı: International Online Journal of Education and Teaching
  • Derginin Tarandığı İndeksler: EBSCO Education Source, Educational research abstracts (ERA), MLA - Modern Language Association Database, Directory of Open Access Journals, TR DİZİN (ULAKBİM)
  • Sayfa Sayıları: ss.1111-1124
  • Açık Arşiv Koleksiyonu: AVESİS Açık Erişim Koleksiyonu
  • İstanbul Üniversitesi-Cerrahpaşa Adresli: Evet

Özet

The purpose of the present study was to propose a model for mathematics achievement considering the mediating role of eye tracking measurements in the relationship between problem solving performance and mathematics achievement. In this sequential explanatory mixed method research design, a geometry test was conducted to 381 7th grade students. Their problem-solving process was recorded using eye tracking technology. Also, their mathematics achievement scores were acquired from their schools. Afterwards, semi-structured interviews were conducted to 15 students. Based on the results, it was observed that there was a positive relationship among problem-solving performance and mathematics achievement while eye tracking measurements were negatively correlated to problem solving performance and mathematics achievement. Qualitative findings also confirmed these results. Moreover, the hypothesized model could approximately express 22% of the variance on mathematics achievement.