Student and Teacher Characteristics on Student Math Achievement

Using data from the Programme for International Student Assessment (PISA), this study implements two statistical analyses to investigate effects of student and teacher characteristics on students’ mathematical achievement. First, authors conduct an exploratory factor analysis explore structure various variables interest in study. Second, they perform hierarchical linear modeling analyze teachers’ multilevel a school. The results suggest that such as mathematics interest, instrument motivation, self-efficacy, anxiety, self-concept, out-of-school time predicted 39.9% achievement variance. also self-efficacy had largest effect Teacher teacher-directed instruction, cognitive activation, support, classroom management, student–teacher relations 34.9% This study’s have implications educators fostering positive learning environment increase focus specific