Abstract:
The current study offers a comprehensive approach to identify the factors that
influence students' achievement in mathematics, and to understand the relationship
between these factors and the students' achievement in mathematics. Moreover, to
propose a model for students' achievement in mathematics and modeling the
students' mathematics achievement at the secondary school in Libya through an
attempt to expand the theoretical and experimental evidence concerning the
structural relationships between the following eleven constructs: instructional
quality, students' attitude, students' beliefs, mathematics anxiety, success
attribution, school climate, class climate, self concept, changes in the curriculum,
customs and traditions, and students' achievement in mathematics, Also to
investigate the effects of these factors on the student achievements using sample
data that consists of 406 students from secondary schools in Libya.
