From Modern Teaching to Mathematics Achievement: The Mediating Role of Mathematics Attitude, Achievement Motivation, and Self-Efficacy.

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Autor/Urheber	Suntonrapot Damrongpanit*
Institution	RU Publications
Titel	From Modern Teaching to Mathematics Achievement: The Mediating Role of Mathematics Attitude, Achievement Motivation, and Self-Efficacy.
Quelle	In: 2165-8714; doi:10.12973/eu-jer.8.3.713; European Journal of Educational Research , Vol 8, Iss 3, Pp 713-727 (2019)(2019) PDF als Volltext kostenfreie Datei
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
DOI	10.12973/eu-jer.8.3.713
Schlagwörter	Mathematics achievement; self-efficacy; mathematics attitude; achievement motivation; modern teaching; indirect effect; Education
Abstract	A modern teaching method influences both direct and indirect learning achievement through the student's nonacademic factors. The researcher has an intention to examine the influences of new teaching methodology on mathematics achievement towards mathematics attitude, achievement motivation, and self-efficacy of students as mediating variables (n teacher = 117, n student = 2,205). The Multilevel Structural Equation Modeling revealed that attitude towards mathematics is the most important factor in explaining the academic achievement of individual students. It could be explained the variance with achievement motivation and perceived self-efficacy of students by 60.50%. As for the modern teaching method, there was a positive effect on achievement both directly and indirectly through all three factors with statistical significance and explained conjointly about the variance of student achievement in each classroom by 99.00%. This finding suggests the importance and direction of teaching design that covers the development of relevant factors as proposed in discussions and implementations.
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