Factors which influence student achievement in secondary school mathematics in the Yemen Arab Republic

The purpose of this study was to determine the factors which influence student achievement in mathematics in Yemen Arab Republic. The sample of the study was 509 twelfth grade students, 18 secondary school principals, and 18 twelfth grade mathematics teachers.;Findings. The amount of outside tutoring student received in 12th grade accounted for a statistically significant proportion of the variance (1.2%) in student achievement in mathematics (F = 6.10). The amount of help from parents or/and relatives student received in 12th grade accounted for a significant portion of the variance (2.21%) in student achievement in mathematics (F = 3.11).;Family income accounted for a statistically significant proportion of the variance (6.7) in student achievement in mathematics (F = 35.60). The relationship between student achievement in mathematics and the family income was found to be positive.;Average hours per week mathematics teacher spent for instructional planning and grading students' homework, quizzes, and examinations were found to be significantly related to student achievement in mathematics. Number of class periods mathematics teacher taught each week was found to be significantly but negatively related to student achievement.;Three instruments were developed and administered by the researcher. SPSSx was used to determine the reliability of the students' questionnaire (Alpha =.80). Ninth and twelfth grade score in mathematics was obtained for each student. The Step-Wise Multiple Regression was performed to analyze the collected data.;Student's attitude toward mathematics, teacher, school accounted for a significant portion of the variance (4.1%) in student achievement in mathematics (F = 21.25). The relationship between student achievement in 12th grade mathematics and student's attitude toward mathematics, teacher, and school was found to be positive.