Research On The Influencing Factors Of High School Students' Geometry Academic Achievement Based On Structural Equation Modeling

Mathematics academic achievement is the sum of mathematics knowledge,skills,and the ability to apply mathematics knowledge after students finish a mathematics course at a certain stage.In the ?Mathematics Curriculum Standard of General High School(2017 Edition)?,academic quality is considered as the performance of academic achievement,and three levels of standards around each core literacy are given.Whether it is to improve students' academic quality or to promote the improvement of students' core literacy,it is of great significance to study how to improve students' mathematics academic achievement.Mathematics is an important part of natural science.For national development,mathematics can predict national wealth,and mathematical skills are also related to social and economic wellbeing.Longitudinal studies in the UK show that at the lowest level of employment,people with poor mathematical skills are twice as many as those with good skills,and there is a greater risk of poor mental and physical health.Therefore,the level of mathematics learning is related to the future development of society and individuals.Students' mathematics academic achievement is the embodiment of students' mathematics learning situation.By studying the influencing factors,it can help to improve mathematics academic achievement.Therefore,it is of great benefit to find out the influencing factors in the current research and to understand their mechanism of action,to improve students' academic performance and improve the quality of mathematics teaching.The research methods used in this paper are questionnaire survey,structural equation modeling.The research order of this paper is: first of all,search from the CNKI database to screen the existing research on the influencing factors of middle school students' mathematics academic achievement,and summarize the existing influencing factors from the above research.Secondly,based on the summarized influencing factors,the questionnaire is compiled,and the high school mathematics teachers are investigated.According to the obtained data,the factors that affect geometry academic achievement are summarized.Thirdly,according to the above factors,the questionnaire was compiled to investigate the students' psychological state and learning state in different aspects.Finally,combined with students' final mathematics academic achievement,using the structural equation method,this paper analyzes the relationship between students' geometry academic achievement and the factors that affect their geometry academic achievement.The main conclusions are as follows:Through the survey of teachers and students,the structural equation model is established based on the survey results.It is found that there are some factors that affect the achievement of geometry study of senior high school students.High school students' previous learning experience and current learning state in mathematics anxiety factors.Thinking style factors of high school students' free and trial thinking styles.Learning motivation factors of high school students' pressure to enter school,and two motivational sources from the transfer of other mathematics knowledge.Learning persistence factors of high school students' influence on learning persistence in planning and learning goals.Education involvement factors in high school students' communication with their parents on learning content.High school students' interest in the breadth and depth of knowledge in mathematics interest factors.High school students' interest in difficult problems in achievement motivation factors challenging the psychology.The emotional state of the high school students in the academic emotional factors whether they can study at ease.The learning strategy factors in the high school students' strategies to reflect on the usual learning process and after the exam.And the time to focus on the lectures in the classroom.Among the factors that have a direct impact on high school students' geometric academic achievement,the factors with a higher degree of influence include the high school student's interest in the breadth and depth of knowledge in the mathematics interest factor.The high school students' challenge psychology to difficult problems in the achievement motivation factor.The emotional state of the high school students in the academic emotional factors whether they can study at ease.The factors that play an important and indirect role in the geometric academic achievement of high school students are the learning strategy factors of high school students in the usual learning process and after examination strategies.There are influential factors between the influencing factors,and the mediating influence paths that exist are learning persistence-mathematics anxiety-geometric academic achievement;learning persistence-educational expectation-geometric academic achievement;learning strategy-mathematics anxiety-geometric academic achievement;learning strategy-achievement motivation-geometric academic achievement;learning strategy-mathematics interest-geometric academic achievement;learning strategy-thinking style-geometric academic achievement;education involvement-mathematics anxiety-geometric academic achievement;education involvement-achievement motivation-geometric academic achievement;classroom focus on listening time-mathematics interest-geometry academic achievement;classroom focus on listening time-learning motivation-geometry academic achievement.In response to the above research conclusions,combined with the current teaching practice,the following teaching suggestions are put forward: teachers should use the history of geometry development as a starting point to help students construct a geometric knowledge system,help students get rid of the chaotic learning state,and clarify their tasks and endeavors.Teachers should focus on showing the diversity of ways to solve geometric problems,guide students to discover and master multiple solutions to problems,and guide students to ask questions.Teachers should give students sufficient time for self-thinking and encourage students to develop a habit of selfreflection for better to discover their problems and make adjustments under the guidance of teachers on time to form a more scientific and suitable learning strategy.Teachers should pay attention to the organic combination of lectures and exercises in the classroom,make good use of the time for students to concentrate on listening,and encourage students to improve classroom efficiency,cultivate a positive motivation for geometry learning.