An Analysis of the Factors Influencing Achievement in Mathematics Geometry in Canadian High Schools


  • Emmanuel Byiringiro Phd candidate in Education Department, Mount Kenya University


Teaching strategies, mathematics achievement and high school


This paper explored analysis of the factors influencing achievement in mathematics geometry among secondary school students. This study used descriptive survey design. Simple random sampling technique was further applied to obtain Mathematics teachers, students and principals targeted in this research equals to 258 staff. The study sampled 157 respondents. The collected data was analyzed using descriptive statistics, correlation, and regression analysis through the statistical package for social science (SPSS) version 21. The data collected were analyzed using descriptive statistics and multiple regression. The results of the findings indicated that the teaching strategies was more correlated with Geometry achievement in Grassland in Alberta province (r = 0.522; p= 0.000). Multiple linear regression analysis showed that teaching strategies contributed to 69.9% of variation on the performance, hence plays a vital role in teaching strategies in Canadian high schools. Additionally, it was further inferred that teaching strategies increases positive attitudes toward Geometry achievement.


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How to Cite

Emmanuel Byiringiro. (2024). An Analysis of the Factors Influencing Achievement in Mathematics Geometry in Canadian High Schools. American Scientific Research Journal for Engineering, Technology, and Sciences, 97(1), 70–79. Retrieved from