Multilevel analysis of the relationship between perception of teachers' diagnostic skills, challenging level of class, quality of teacher teaching and positive achievement emotions with math performance in ninth-grade students

The aim of this multilevel analysis research is to investigate the relationship of perception of teachers’ diagnostic skills, challenging level of the class, quality of teacher’s teaching and positive achievement emotions with math performance in ninth grade students. The research method was a correlational type, namely multilevel analysis. The statistical population of this research was all ninth grade male and female students of first secondary school in Kohgiluyeh city, in Iran, in the academic year of 1401-1402, among them, a sample of 1000 people (500 Male and 500 female) was selected by multi-stage random sampling. Gartner's Class Evaluation Questionnaire (2010), Gentry and Springer's Scale of Students' Perception of Classroom Activities (2002), Kyriakides et al.'s Teaching Quality Scale (2000), Pakran et al.'s achievement emotions questionnaire (2005) and students' grades of the first semester of math lessons were used to measure the variables of the research. Data were analyzed using Hierarchical Linear Modeling (HLM) method. The results of multilevel analysis showed that variables of level 1 and level 2 were positively predicting math performance of students. The interactions of level 2 variables with the slope of the relationship between positive achievement emotions and math performance were significant. Based on the multilevel analysis in this research, it can be concluded that paying attention to the increase of students' positive achievement emotions and the improvement of class variables will lead to the improvement of students' mathematical performance and their positive attitude towards this lesson.