The Factors Influencing Mathematics Achievement of Matthayomsueksa 3 Students in Nongkhai

Abstract

The purposes of this study were aimed to study an influenced factor to
Mathematics Achievement of the Mathayomsueksa 3 students in NongKhai and to
examine the validity of causal model of the influenced factor to mathematics
achievement of the Mathayomsueksa 3 students in NongKhai. The sample of this study
consisted of 904 Mathayomsueksa 3 students in the second semester of the academic
year 2010 in NongKhai, obtained by Stratified Random Sampling technique. The
instruments used for this study were the measurement of mathematics achievement,
measurement of mathematics attitude, measurement of achievement motive,
measurement of study intension, measurement of classroom climate, measurement of
parents’ learned supporting, measurement of self-assessment and the measurement of
teaching quality which had the reliabilities in order at .882,.857, .906, .849,.904, .877and
.908. The collected data were analyzed using path analysis with LISREL.
The results of the study found that the developed model was causal by
considering from The static ( χ 2 = 110.229, df =110, χ 2 =/df=1.002, p = .476, GFI =
1.000, GFI = 991, AGFI=.969, RMSEA = .002 and SMR = .030. The directly influenced
factors to mathematics achievement were achievement motivation and study intension.
The directly and indirectly variability to mathematic achievement was mathematics attitude.
The indirectly variability to mathematics achievement were classroom climate,
parents’ learned supporting, self-vision and teaching quality. All variables could explain
the variance of the mathematics achievement at 43.90 percentage.
In conclusion, the personal education especially the mathematics teachers have to
organize the student intension and managed the classroom climate suitable for classroom
activities, to support student to mathematic attitude. These will enable to raise the
mathematics achievement.