International Journal For Multidisciplinary Research

E-ISSN: 2582-2160   •   Impact Factor: 9.24

A Widely Indexed Open Access Peer Reviewed Multidisciplinary Bi-monthly Scholarly International Journal

Call for Paper Volume 8, Issue 4 (July-August 2026) Submit your research before last 3 days of August to publish your research paper in the issue of July-August.
Submit Research Paper Join as a Reviewer

Plagiarism is checked by the leading plagiarism checker TurnItIn

Call for Paper

Volume 8 Issue 4
July-August 2026

Submit your research paper

Indexing Partners
Academia Advanced Sciences Index Bielefeld Academic Search Engine CiteSeer DRJI Google Scholar Independent Search Engine & Directory Network ISI (International Scientific Indexing) Issuu Mendeley Research Networks
RefSeek ResearcherId - Thomson Reuters ResearchGate Scirus Scribd Semantic Scholar UTeM - Universiti Teknikal Malaysia Melaka Wiki for Call for Papers WorldCat Zenodo

Determinants of Secondary School Mathematics Achievement: A Systematic Review

Author(s) Mr. Tepusa Kiso, Dr. Boyillapalli Venkata Rao
Country India
Abstract Mathematics achievement at the secondary level remains a global concern despite extensive research examining its predictors. Recent empirical studies have investigated cognitive, instructional, familial, and institutional factors; however, findings remain fragmented across disciplinary perspectives. Following PRISMA 2020 guidelines, this systematic review synthesized 31 peer-reviewed studies published between 2016 and 2025. Searches were conducted in Scopus and ERIC databases using predefined Boolean combinations of keywords related to mathematics achievement and secondary education. Studies were screened according to eligibility criteria focusing on secondary school populations and empirically tested predictors. Determinants clustered into four domains: student-level factors (motivation, self-efficacy, attitude, self-regulation, anxiety, emotional intelligence, study habits, independent learning strategy), teacher-level factors (pedagogical competence, instructional strategies, classroom climate, ICT integration), home-level factors (socioeconomic status, learning support), and school-level factors (leadership, governance, access). Evidence suggests that mathematics achievement is shaped by dynamic multilevel interactions rather than isolated predictors. Secondary mathematics achievement emerges from interconnected cognitive, instructional, and contextual systems.
Keywords Mathematics achievement, secondary education, systematic review, multilevel determinants, instructional quality, socioeconomic status
Field Mathematics
Published In Volume 8, Issue 3, May-June 2026
Published On 2026-06-09
DOI https://doi.org/10.36948/ijfmr.2026.v08i03.80709
View / Download PDF File

Share this



E-ISSN 2582-2160
CrossRef

CrossRef DOI prefix of IJFMR is 10.36948/ijfmr

Downloads
Research Paper Format Copyright Permission Form and Undertaking Form

All research papers published on this website are licensed under Creative Commons Attribution-ShareAlike 4.0 International License, and all rights belong to their respective authors/researchers.

CC-BY-SA Open Access

About IJFMR
Fees & Payment
Current Issue
Publication Archive 		Submit Research Paper
Track Submission Status
Publication Guidelines
Publication Ethics
Peer Review & Plagiarism 		Join as a Reviewer
Editors & Reviewers
Reviewer Referral Program
Get Reviewer Membership Certi. 		Website/Journal Policies
Usage Policy
Content Policies
Privacy Policy
Contact Us +91-9687-828-838 editor@ijfmr.com
Powered by Sky Research Publication and Journals