Developing Factor Models Influencing Mathematics Learning Achievement

Abstract

ABSTRACT

            The objectives of the study were to find the correlation among achievement motivation, attitudes towards mathematics, parents' support, teacher’s teaching quality with the mathematics learning achievement  to develop and verify the validity of the factor-influencing model which has an influence on the achievement of mathematics learning and to study the direct and indirect influences of factor model variables influencing on mathematics learning achievement of Mathayomsuksa 3 students under the Secondary Education Service Area of 32. Samples in this research are 690 students in Mathayomsuksa 3 under the Secondary Education Service Area of 32, who enrolled in the second semester in the academic year of 2019. Tool used in this research was a constructed 5 level rating scale questionnaires which divided into 5 parts. The data were analyzed using basic statistics; the Confirmatory Factor Analysis and Structural Equation Modeling Analysis.

            The results of the research were as follows:

1. The relationship among the mathematics learning achievement was positively correlated with achievement motivation, attitudes towards mathematics, parents' support, teacher’s teaching quality and classroom atmosphere. 


2. The factor model influencing the achievement of mathematics learning of Mathayomsuksa 3 students under the Office of the Secondary Education Service Area 32 corelated with empirical data in which all statistics used passed all criteria with statistic shown as follows;  

            3.  The variables that had direct influence on mathematics learning achievement were attitudes towards mathematics. The variables that had indirectly influence were achievement motivation, parent's support and classroom atmosphere and teacher’s teaching quality had direct and indirect influence on mathematics learning achievement