Abstract:
This study was conducted to determine the effect of affective some learning and teaching
variables on test scores in mathematics achievement test used for technology stream students at
the University of Ruhuna. The study was a descriptive study in which a survey research design
was adopted. A total of 181, Level I students from the faculty of technology participated in the
study. Data for the study was collected through a questionnaire that included a mathematics
achievement test. A reliability analysis was done to assess the internal consistency of the survey
questionnaire. The values of Cronbach’s alpha ranges from 0.841 to 0.868 for all the scales.
Student questionnaires were analyzed by using principal component analysis to obtain different
dimensions that are expected to be related to students’ mathematics achievement. Final model
was designed and tested by structural equation modelling technique (SEM) using R software.
Students’ interest in mathematics, students’ attitudes towards mathematics, students’ motivation
towards mathematics, teacher’s involvement towards students’ performance in mathematics,
and students’ involvement towards their performance in mathematics were identified as factors
associated with test scores. The teacher’s involvement in students’ mathematics performance
had a positive impact on mathematics achievement. Students’ involvement towards their
performance in mathematics were found to be positively related to the students’ success in
mathematics. On the other hand, students’ attitudes towards mathematics do not have any
relation with mathematics achievement. Students’ interest and students’ motivation towards
mathematics also have positive infact on their mathematics achievement.
