School Context as a Predictor of Student Success in Mathematics

Judging by the results of national tests of students in mathematics, it is concluded that it is a rather complex field, both in terms of the implementation of teaching and learning and the achievement of outcomes or achievement standards in mathematics. In this sense, the goal of the research is to determine the characteristics of the connection between student success in Mathematics and some factors of the school context (teaching planning, application of teaching methods and forms of work, teaching aids, different learning techniques and teaching models, evaluation and student progress). The research sample consisted of 600 students attending the 7th grade and 150 mathematics teachers. Data were collected by a Questionnaire that contained several assessment subscales. The obtained results show that the factors of the school context have a statistically significant influence on the grade in mathematics (p<0.01), which is more closely shown through the individual items of the subscales that refer to those factors. Dragana Radenović, Radovan Antonijević, The results clearly show that a strategic combination of different teaching methods, techniques and work models is necessary to encourage students’ success in mathematics, because they represent the basis for effective and high-quality teaching and predictive power of students’ success in mathematics. Pedagogical implications are contained in the recommendations for teachers and for better success in mathematics, which can be seen through the need for greater student participation in all considered aspects of the school context.