Junior secondary students' plane geometry learning: A cognitive diagnostic study.
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| Title: | Junior secondary students' plane geometry learning: A cognitive diagnostic study. |
|---|---|
| Authors: | Guo, Jiahui1 (AUTHOR), Zhang, Ying2 (AUTHOR), Li, Na1 (AUTHOR) linaccnu@mail.ccnu.edu.cn |
| Source: | Asian Journal for Mathematics Education. Jun2026, Vol. 5 Issue 2, p249-267. 19p. |
| Subject Terms: | *Mastery learning, *Cognitive testing, *Test interpretation, *Middle school education, *Geometry education, *Outcome-based education, Plane geometry |
| Abstract: | Junior secondary plane geometry requires students to coordinate diagrams, properties, and reasoning, yet classroom assessments often provide limited diagnostic information beyond total scores. Cognitive diagnostic assessment (CDA) can provide fine-grained evidence about students' mastery, but its classroom-based application to plane geometry remains limited. This study used the sequential generalized deterministic inputs, noisy "and" gate (seq-GDINA) model to analyze responses to a school-based midterm examination in plane geometry completed by 534 grade 8 students at a junior secondary school in China. It examined students' mastery of five cognitive attributes and inferred possible learning paths from the diagnosed knowledge states of 207 students in four focal classes. Diagnostic interpretation was supported by evidence of test quality, model fit, and attribute-level classification accuracy. The results indicated uneven mastery across the five attributes. The students showed stronger mastery of triangle concepts and axial symmetry but weaker mastery of congruent triangles, polygons and their interior angles, and especially angle-bisector properties. Subgroup and individual analyses showed that students with similar total scores could differ markedly in their geometric profiles. In the four focal classes, the diagnosed knowledge states suggested a dominant inferred path from no stable mastery, through triangle concepts and axial symmetry, then polygons and congruent triangles, and finally to full mastery of all five attributes. This path can be interpreted as a classroom-level inference. The study shows how CDA can help interpret students' knowledge mastery and guide remedial instruction in plane geometry. [ABSTRACT FROM AUTHOR] |
| Copyright of Asian Journal for Mathematics Education is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 194895711 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Junior secondary students' plane geometry learning: A cognitive diagnostic study. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Guo%2C+Jiahui%22">Guo, Jiahui</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Zhang%2C+Ying%22">Zhang, Ying</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Li%2C+Na%22">Li, Na</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> linaccnu@mail.ccnu.edu.cn</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Asian+Journal+for+Mathematics+Education%22">Asian Journal for Mathematics Education</searchLink>. Jun2026, Vol. 5 Issue 2, p249-267. 19p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Mastery+learning%22">Mastery learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Cognitive+testing%22">Cognitive testing</searchLink><br />*<searchLink fieldCode="DE" term="%22Test+interpretation%22">Test interpretation</searchLink><br />*<searchLink fieldCode="DE" term="%22Middle+school+education%22">Middle school education</searchLink><br />*<searchLink fieldCode="DE" term="%22Geometry+education%22">Geometry education</searchLink><br />*<searchLink fieldCode="DE" term="%22Outcome-based+education%22">Outcome-based education</searchLink><br /><searchLink fieldCode="DE" term="%22Plane+geometry%22">Plane geometry</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Junior secondary plane geometry requires students to coordinate diagrams, properties, and reasoning, yet classroom assessments often provide limited diagnostic information beyond total scores. Cognitive diagnostic assessment (CDA) can provide fine-grained evidence about students' mastery, but its classroom-based application to plane geometry remains limited. This study used the sequential generalized deterministic inputs, noisy "and" gate (seq-GDINA) model to analyze responses to a school-based midterm examination in plane geometry completed by 534 grade 8 students at a junior secondary school in China. It examined students' mastery of five cognitive attributes and inferred possible learning paths from the diagnosed knowledge states of 207 students in four focal classes. Diagnostic interpretation was supported by evidence of test quality, model fit, and attribute-level classification accuracy. The results indicated uneven mastery across the five attributes. The students showed stronger mastery of triangle concepts and axial symmetry but weaker mastery of congruent triangles, polygons and their interior angles, and especially angle-bisector properties. Subgroup and individual analyses showed that students with similar total scores could differ markedly in their geometric profiles. In the four focal classes, the diagnosed knowledge states suggested a dominant inferred path from no stable mastery, through triangle concepts and axial symmetry, then polygons and congruent triangles, and finally to full mastery of all five attributes. This path can be interpreted as a classroom-level inference. The study shows how CDA can help interpret students' knowledge mastery and guide remedial instruction in plane geometry. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Asian Journal for Mathematics Education is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1177/27527263261457047 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 19 StartPage: 249 Subjects: – SubjectFull: Mastery learning Type: general – SubjectFull: Cognitive testing Type: general – SubjectFull: Test interpretation Type: general – SubjectFull: Middle school education Type: general – SubjectFull: Geometry education Type: general – SubjectFull: Outcome-based education Type: general – SubjectFull: Plane geometry Type: general Titles: – TitleFull: Junior secondary students' plane geometry learning: A cognitive diagnostic study. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Guo, Jiahui – PersonEntity: Name: NameFull: Zhang, Ying – PersonEntity: Name: NameFull: Li, Na IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 06 Text: Jun2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 27527271 Numbering: – Type: volume Value: 5 – Type: issue Value: 2 Titles: – TitleFull: Asian Journal for Mathematics Education Type: main |
| ResultId | 1 |
