Research On The Influencing Factors Of Mathematics Achievement Of Primary School Students In Western China

China has always attached great importance to basic mathematics education.Although the basic mathematics education in China has made remarkable achievements,due to regional economic differences and other reasons,there are still large differences in mathematics basic education in the central and western regions.In this studv,5298 primary school children in southwest mountainous area were investisated by using mathematics achievement questionnaire and students learning mathematics questionnaire(Including mathematics self-confidence scale,mathematics learning interest scale,mathematics self-efficacy scale and mathematics anxiety scale).Meanwhile,152 mathematics teachers in the class were investigated by using teacher teaching ability questionnaire.Research 1:The relationship between individual student level and mathematics achievement was explored,and uses correlation analysis method,independent sample t test,and stepwise regression model to explore and analyze.Research 2:The relationship between teacher-level variables and mathematics achievement was explored and analyzed by using correlation analysis method,independent sample t test,variance analysis method and stepwise regression model.Research 3:Using HLM statistical model to deal with the nested data of students and teachers.The first level is students and the second level is classes(teachers).By building a two-level model,the relationship between variables at all levels and mathematics achievement is discussed.The results show:(1)Parental expectation,self-expectation and math self-efficacy can positively predict mathematics achievement,while math anxiety can significantly negatively predict mathematics achievement.(2)The teaching strategies of the individually instructional and quizze in class can positively predict the mathematics achievement,while the group cooperative teaching strategy can negatively predict the mathematics achievement.(3)The individual instructional teaching strategy have a significant moderating effect on students' math self-efficacy and their mathematics achievement.The variation of the relationship between math self-efficacy and mathematics achievement in different classes is explained by teachers' teaching strategies(24.2%).Conclusion:The mathematics achievement of primary school students in western China is influenced by self-expectation,mathematics learning interest,mathematics self-confidence,mathematics self-efficacy and other factors,as well as parental expectations and teaching strategies.The individual instructional teaching strategy has a moderating effect on students' mathematics self-efficacy and mathematics achievement and can significantly predict the relationship between them.