Determinants of Mathematical Proficiency in Algebra Among Mathematics Education Students: A Structural Equation Model

The main aim of this research was to examine the roles of teaching quality, mathematics interest, and the learning environment as determinants of mathematical proficiency in algebra, as well as to develop a best-fit Structural Equation Model (SEM) showing the relationships among the mentioned variables. This research employed a quantitative approach, using both descriptive-correlational methods and SEM analysis. The criteria used for model selection in SEM included the following: CMIN/ DF (0<value<2); P-value (>0.05); P-close (>0.05); RMSEA (<0.05); CFI (>0.95); GFI (>0.95); NFI (>0.95); and TLI (>0.95). Data were collected from 193 mathematics education students at Kapalong College of Agriculture, Sciences, and Technology through total enumeration sampling. Results showed significant positive relationships between mathematics interest, teaching quality, and the learning environment concerning mathematical proficiency in algebra, with teaching quality identified as the strongest predictor. The study generated a total of six models, one of which was identified as the best fit. This final model revealed that teaching quality directly influences mathematical proficiency, while the learning environment strongly correlates with teaching quality and indirectly contributes to proficiency. Meanwhile, mathematics interest and its indicators were omitted from the final model. The proposed model may guide educators, policymakers, and higher education institutions in advancing students’ algebra skills through meaningful teacher training and resources to enhance learning space.