Abstract

This study uses a standard education production function in order to relate student grades in mathematics and statistics to three factors. The first factor includes teaching practice measures and classroom learning environment. The second factor comprises teacher characteristics and class size. The third factor represents student control variables. The statistical analysis which is based on mixed effect modeling of student marks in mathematics and statistics courses shows that incoming skills, classroom learning environment, support to the students and students attitude toward mathematics and statistics are the most significant predictors of achievement in mathematics. However, teaching practices were not found to be crucial for improving mathematics grades.

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