Hierarchical linear model to examine determinants of students’ mathematics performance

Abstract

This paper identifies the determinants of quality of general secondary school mathematics education by applying two-level, hierarchical linear models. The research was conducted on 361 general secondary school students of Ethiopia. A multi-stage random stratified method of sampling was used to select students and schools. Questionnaires and students’ mathematics score used for data collection and a hierarchical linear model technique employed for data analysis. The study found out that family support, motivation, participation, cooperation between students and teachers has a direct effect on students’ mathematics performance. On the other side, feedback given to all students in the classroom is negatively affecting students’ achievement. However, there is no gender gap in achievement teachers’ motivation and their cooperation with students has less effect on students’ mathematics achievement. The interaction between the student’s considering mathematics is a difficult subject with teacher’s ability to enable all students to participate equally in the classroom is the most significant influential predictor on student’s mathematics performance.