The relationship between schools’ infrastructures and teaching-learning process with students mathematics achievements

Abstract

The present research study aimed to find out the relationship between schools’ infrastructures and the mathematics teaching-learning process with students' mathematics achievement. The statistical sample has been taken from fourth-grade Omani and Iranian students who participated in the TIMSS 2015 mathematics assessment. Furthermore, 248 school principals were selected as statistical samples from 25 Iranian schools, and 170 school principals were taken from 20 Omani schools that responded to the TIMSS 2015 school questionnaire. Furthermore, 290 Iranian teachers and 143 Omani teachers were selected for the statistical sample for the teaching-learning questionnaire. The spear rank correlation coefficient was used to analyze the data. The findings revealed that there is a link between school infrastructures and mathematics teaching and students' mathematics achievement. Furthermore, the correlation analyses demonstrated that mathematics teaching-learning approaches have a significant relationship with students' mathematics performance. The Iranian correlation, on the other hand, was not significant.