Family and teacher predictors of mathematics achievement in senior high school students: Evidence from SEM

This study examined the effects of family background and teacher factors on the academic performance of students in mathematics. It highlights the significance of understanding these influences to enhance educational outcomes and improve policy and practice in the region. A descriptive research design was employed which is anchored on the quantitative research approach of the positivism research paradigm, utilizing both simple random sampling and stratified sampling techniques to select participants from senior high schools in the Ahafo Region. Data were collected through structured surveys. Data analysis was conducted using Structural Equation Modeling, which enabled a detailed examination of the direct effects of family background and teacher factors on academic performance, as well as the moderating role of family type. The analysis revealed that family background had a direct but statistically insignificant effect on students' academic performance in mathematics, indicating that it does not significantly influence academic outcomes in this context. In contrast, teacher factors had a substantial and statistically significant positive effect on academic performance, accounting for the variation in students' performance. Additionally, family type did not significantly moderate the relationship between family background and academic performance. The findings suggest the need for policy reforms focused on improving teacher effectiveness and engaging teachers in educational policy development. Enhancing the learning environment and integrating effective teaching strategies are crucial for improving academic performance in mathematics. These improvements are also essential for advancing related disciplines such as technology, sciences, engineering, economics, and accounting.