Causal Factors Influencing the Mathematical Reasoning Ability of Grade 6 Students

Background/purpose. This study aimed to develop and validate a causal model of factors influencing the mathematical reasoning ability of Grade 6 students in Thailand.

Materials/methods. The sample consisted of 530 students selected through multi-stage random sampling. Research instruments included a basic mathematics knowledge test, a mathematical reasoning ability test, and a set of validated scales measuring attitude toward mathematics, achievement motivation, mathematical self-efficacy, and learning behavior. Data were analyzed using descriptive statistics, confirmatory factor analysis (CFA), and structural equation modeling (SEM).

Results. The findings showed that prior knowledge in mathematics, learning behavior, achievement motivation, and attitude toward mathematics had significant direct effects on mathematical reasoning ability. Mathematical self-efficacy indirectly influenced reasoning through achievement motivation. The model demonstrated strong goodness-of-fit with the empirical data.

Conclusion. The results contribute to the understanding of reasoning ability as a distinct construct and emphasize the importance of cognitive, affective, and behavioral factors in mathematics education at the primary level in Thailand. Implications for curriculum design, classroom practice, and educational policy are discussed.

Keywords: Mathematical reasoning ability, causal model, structural equation modeling, primary education, Math

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