Path Model of Mathematics Achievement in Senior High School

Abstract

Numerous studies were carried out to investigate factors influencing students' mathematics achievement. It is, therefore, undeniable that a variety of factors influence how well students learn mathematics. As such, this study aimed to construct a path model on the factors influencing the mathematics achievement of Senior High School students. In particular, this study focuses on five subject components: Junior High School (JHS) math experience, JHS grade point average, attitudes toward mathematics, self-efficacy, and anxiety. The causal relationships and relative strengths of the direct and indirect relationships were explored for the sets of exogenous and endogenous variables using path analysis. The results unveiled an acceptable fit for the path model of the mathematics achievement in Senior High School. It indicated that students' mathematics achievement was influenced directly by JHS math general point average and mathematics anxiety; and indirectly by JHS math experience, attitudes, and self-efficacy. Moreover, the path model revealed that the JHS math grade point average exhibited the strongest influence on students' mathematics achievement. This suggests that a greater emphasis on developing basic mathematics skills and building a solid foundation at the Junior High School level leads to a better comprehension of higher mathematics.
 Keywords: path analysis, mathematics achievement, path model, Senior High School