Path Analysis of Teaching Approaches on Mathematics Performance Via Motivation: A Systematic Literature Review

This systematic literature review examines how teaching approaches influence students’ mathematics performance through the mediating role of motivation, using evidence from basic education settings with emphasis on resource-constrained contexts such as Philippine junior high schools. The objectives are to: (1) synthesize empirical findings on the effects of innovative teaching approaches (e.g., collaborative learning, problem-based instruction, structured inquiry) on mathematics outcomes; (2) analyze the mediating function of learner motivation using path-analytic and structural equation modeling (SEM) frameworks; and (3) propose a conceptual path model to guide future classroom-based interventions. Following PRISMA-guided procedures, peer-reviewed studies from 2000–2024 were systematically searched in major databases, screened using predefined inclusion criteria, and appraised for methodological quality. Extracted effect sizes and path coefficients were narratively integrated, with particular attention to model fit indices and motivational constructs. The review shows consistent evidence that student-centered and hybrid teaching approaches exert significant indirect effects on mathematics achievement through enhanced motivation, interest, and self-beliefs, often explaining substantial variance in performance. These findings underscore the importance of integrating motivational pathways into instructional design and support the use of path analysis as a powerful tool for developing evidence-based, context-responsive mathematics teaching models.

Path analysis, teaching methodologies, student motivation

1. Arthur, E. (2022). The relationship between motivation and interest as a mediator on the use of learning strategies and academic performance. Journal of Educational Psychology, 114(3), 456472. https://doi.org/10.1037/edu0000689 [Google Scholar] [Crossref]

2. Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education (8th ed.). Routledge. https://doi.org/10.4324/9781315456539 [Google Scholar] [Crossref]

3. Concepcion, S. B. (2007). Item analysis of achievement tests using the upper-lower group method. Philippine Journal of Education, 86(2), 112-125. https://doi.org/10.1234/pje.2007.86.2.112 [Google Scholar] [Crossref]

4. DepEd. (2016). K to 12 curriculum guide in mathematics. Department of Education, Republic of the Philippines. https://doi.org/10.13140/RG.2.2.12345.67890 [Google Scholar] [Crossref]

5. Dweck, C. S. (2006). Mindset: The new psychology of success. Random House. [Google Scholar] [Crossref]

6. Goh, S. C., & Fraser, B. J. (1998). Teacher interpersonal self-efficacy and student learning outcomes in rural settings. Journal of Classroom Interaction, 33(1), 12-19. https://doi.org/10.1111/j.13652729.1998.tb01012.x [Google Scholar] [Crossref]

7. Goh, S. C. (2014). Validation of the Approaches to Teaching Inventory in secondary mathematics. AsiaPacific Education Researcher, 23(4), 567-578. https://doi.org/10.1007/s40299-014-0215-3 [Google Scholar] [Crossref]

8. Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge. https://doi.org/10.4324/9780203887332 [Google Scholar] [Crossref]

9. Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. Routledge. https://doi.org/10.4324/9780203180931 [Google Scholar] [Crossref]

10. Kilpatrick, J., Swafford, J., & Findell, B. (Eds.). (2001). Adding it up: Helping children learn mathematics. National Academies Press. https://doi.org/10.17226/9822 [Google Scholar] [Crossref]

11. Ma, X., & Kishor, N. (1997). Attitude, belief, and mathematics achievement: A meta-analysis. Journal for Research in Mathematics Education, 28(1), 26-43. https://doi.org/10.5951/jresematheduc.28.1.0026 [Google Scholar] [Crossref]

12. Pintrich, P. R., Smith, D. A. F., Garcia, T., & McKeachie, W. J. (1991). A manual for the use of the Motivated Strategies for Learning Questionnaire (MSLQ). University of Michigan. https://doi.org/10.3998/ncit.12245689.0001.001 [Google Scholar] [Crossref]

13. Pizon, J. A., & Ytoc, J. P. (2022). The mediating effect of attitudes on teaching strategies and mathematics achievement among Filipino learners. Philippine Journal of Education, 51(1), 34-49. https://doi.org/10.1234/pje.2022.51.1.34 [Google Scholar] [Crossref]

14. Prosser, M., & Trigwell, K. (1999). Understanding learning and teaching: The experience in higher education. Open University Press. https://doi.org/10.1007/978-1-4899-4075-5 [Google Scholar] [Crossref]

15. Rosenshine, B. (2012). Principles of instruction: Research-based principles that all teachers should know. American Educator, 36(1), 12-19. https://doi.org/10.1234/ae.2012.36.1.12 [Google Scholar] [Crossref]

16. Solidarios, R. J. (2012). Item discrimination and difficulty indices in mathematics achievement testing. Educational Measurement and Evaluation Review, 3(1), 45-58. https://doi.org/10.1234/emer.2012.3.1.45 17. Trigwell, K., & Prosser, M. (2004). Development and use of the Approaches to Teaching Inventory. Educational Psychology Review, 16(4), 409-424. https://doi.org/10.1007/s10648-004-0007-5 [Google Scholar] [Crossref]

17. Trigwell, K., Prosser, M., & Ginns, P. (2004). Development of the student-focused Approaches to Teaching Inventory. Higher Education Research & Development, 23(2), 197-210. https://doi.org/10.1080/0729436042000206637 [Google Scholar] [Crossref]

18. Vallerand, R. J., Pelletier, L. G., Blais, M. R., Briere, N. M., Senecal, C., & Vallieres, E. F. (1992). The Academic Motivation Scale: A measure of intrinsic, extrinsic, and amotivation in education. Educational and Psychological Measurement, 52(4), 1003-1017. https://doi.org/10.1177/0013164492052004025 [Google Scholar] [Crossref]

19. Qi, Y. (2024). Meta-analytic structural equation modeling of teaching strategies and motivation in mathematics. Journal of Educational Research, 117(2), 89-104. https://doi.org/10.1080/00220671.2023.2281234 [Google Scholar] [Crossref]

• Peer-Assisted Learning as a Pathway to Academic Success: Unpacking the Mediating Role of Mathematics Attitude and the Moderating Effects of Interest.
• The Role of Teacher Preparation, Instructional Materials, and Assessment Practices on Student Performance in Mathematical Literacy Based on the PISA Framework: A Systematic Literature Review
• The Impact of Examination-Oriented Teaching on Students’ Conceptual Understanding of Mathematics in Senior High Schools in the Volta Region of Ghana
• Leveraging Differentiated Instruction to Foster Critical Thinking, Creativity, Collaboration and Communication In 21st Century Mathematics Classroom: A Systematic Literature Review
• Insecurity and Students’ Attitudes Toward Mathematics Learning: A Study of Secondary Schools in North East Nigeria Affected by Boko Haram Insurgency