Structural Modeling for Mathematic Achievement of Third Grade Students Based on Academic, Background, and Familial Factors in TIMSS Study 2007

This study aimed to design a model for defining and predicting the achievement of students in mathematics according to family condition school condition, student’s background and teaching process variables. It was conducted with a descriptive method. The study sample included third grade guidance school students, in 2006-2007 who participated in TIMSS study 2007 (n=3950). The instruments of this study were questionnaire for students which measure the variables of home condition, students background, school condition, teaching process and the mathematic achievement test of TIMSS study (2007). Data were analyzed by SPSS16 and LISREL 8/5 software and with the method of structural equation modeling. Results showed that family condition variable did not have a significant effect on the student’s background but had a positive significant effect on students’ mathematic achievement. School condition had a positive significant effect on teaching process, student’s background and math achievement. Family condition had the most significant effect on math achievement of students, which suggests the importance of social and educational conditions of students’ home environments on their mathematics achievement. Also, teaching process of mathematics had the most direct effect on student’s background.