An investigation of middle school students' performances and strategies for measurement estimation

The purpose of this study is to investigate middle school students' performances (i.e., estimation accuracy) and strategies for measurement estimation in terms of some variables (gender, grade level, attitude towards estimation and experience related to measurement estimation). Causal-comparative and correlational designs were employed. Participants were 490 middle school students (grade 5 through grade 8) from public schools in Ankara. Data were collected by means of Measurement Estimation Skills Test, Attitudes for Measurement Estimation Scale and Experiences for Measurement Estimation Scale. Descriptive statistics, two-factor analysis of variance (ANOVA) and correlational analysis were used for the analysis of quantitative data. Content analysis was conducted for the analysis of qualitative data. Results showed that most of the participants' performances for measurement estimation was at the medium level. Students demonstrated lower accuracy when estimating area compared to estimating length. No statistical significant difference was found in terms of gender. Students demonstrated higher accuracy with the increase in grade levels. The relationship between estimation accuracy and attitudes towards measurement estimation was found significant. However, no significant relationship was found between estimation accuracy and experience. Results also showed that students mostly used random estimation. The most frequently used strategy was comparison for both estimating length and area. Students used other strategies for measurement estimation such as using chucking or subdivisions, consulting prior knowledge and experiences to a lesser extent. It was also observed that as the grade level increased, the use of random estimation decreased and the use of more complex strategies was increased.