Abstract

• The main purpose of this study was to investigate the factors influencing students’ geometry achievement at the middle school level. In today’s mathematics classroom, some students are difficult to solve the geometrical problems and thus their geometry achievement levels were low. So, this study aims to investigate the factors influencing students’ achievement in geometry. To explore these factors, the samples were 20 Grade Nine Mathematics teachers and 300 Grade Nine students from twelve schools in Taungtha and Myingyan Township. The descriptive research design was applied. The sample schools and participants were selected by using simple random sampling method. The instruments of this study were teacher questionnaire, student questionnaire, and a geometry achievement test. Teacher questionnaire was composed of the teacher-related factors and student questionnaire was organized the student-related factors and subject-related factor. Pearson product-moment correlation was used to determine the degree of the correlation between the factors and students’ geometry achievement. The results revealed that, the relationship between students’ geometry achievement and teacher-related factors was (r .35, p .01), and student-related factors was (r .524, p .01), and subject-related factors was (r .116, p .05). Thus, this study recommended that the student-related factors were the most influencing on students’ geometry achievement. To get better achievement in geometry at the middle school level, it is necessary not only teachers use suitable teaching strategies and evaluation with geometry contents but also students have good study habits and positive emotions towards geometry. If students have positive emotions towards geometry, they may not support that subject matters in geometry are complex and difficult. Thus, students themselves have the highest responsibility for getting better achievement in geometry at the middle school level.