Factors Predicting Students’ Performance in Mathematics: Insights from a Large-Scale Study in Pakistan

Mathematics education has long been debated, with evidence from Pakistan highlighting poor student performance. However, key factors influencing mathematics achievement remain underexplored. This paper presents findings from a large-scale nationwide study examining predictors of student performance in mathematics. The study assessed the pedagogical quality of elementary science and mathematics teachers and their students’ learning outcomes. It considered factors ranging from school systems to familial influences affecting science and mathematics learning. Using a cross-sectional survey, the study evaluated students’ mathematics achievement and teachers’ classroom practices through reliable assessments and observations. The sample comprised 303 teachers and 15,343 students, selected via multistage cluster random sampling across Pakistan. Multiple linear regression identified significant predictors of student performance, including school system, teacher qualification, pedagogical practices, instructional time, language of instruction, grade level, student age, and parental qualification. The findings have implications for policy, practice, and research.