Structural equation modeling in students' mathematics achievement

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.