Abstract
<p style="text-align:justify">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.</p>
Highlights
Learning achievement of students is a reflection of the teaching quality and the education system
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)
It is expected to result in student outcomes different from the traditional teaching method and the students will have the readiness to survive in the 21st century society
Summary
Learning achievement of students is a reflection of the teaching quality and the education system. Modern teaching methods that affect the development of mathematics learning achievement, but there are nonacademic factors within the students that are involved. 714 DAMRONGPANIT / From Modern Teaching to Mathematics Achievement the achievement of the learners which found that each factor has a close relationship with each other and has an influence on both direct effect and indirect effect on learning achievement both from the same level variables (Dickhauser, Dinger, Janke, Spinath, & Steinmayr, 2016; Lee, 2016) or the different level variables (Dinkelmann & Buff, 2016; Tambunan, 2018). The conclusions thereupon could not yet be presented with clear results as follows: 1) when modern teaching methods have a focus on developing a wide variety of learners, academic achievement will still be clearly influenced by modern teaching methods and 2) how modern teaching leads to the development of academic achievement when considering the mutual influence, factors from the three sides as mediators
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