Abstract

The study aimed to examine the extent of the student’s Mathematics Learning Strategy (MLS) factors such as mathematics attitude, mathematics motivation, mathematics self regulation, mathematics self efficacy and mathematics anxiety contribution to mathematics achievement (MA). The respondents of the study were 360 students from eight public middle schools in Jordan selected through stratified random sampling. The study used 65 items to assess the MLS. Moreover, the mathematics test (MAT) comprises 30 items. The results of multiple regression analysis showed that mathematics attitude, mathematics motivation, mathematics self regulation, mathematics self efficacy significantly contributed to MA, with the exception of mathematics anxiety that was found to have an insignificant effect on MA. Educators, principals and teachers should focus on most MLS factors in classes and students should be motivated to understand that the subject could be studied and passed just like other subjects, and to appreciate that it is an essential tool and a prerequisite for further education in many vocations.

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