Path Analysis of Teaching Approaches on Mathematics Performance Via Motivation: A Systematic Literature Review

Abstract

This systematic literature review examines how teaching approaches influence students’ mathematics performance through the mediating role of motivation, using evidence from basic education settings with emphasis on resource-constrained contexts such as Philippine junior high schools. The objectives are to: (1) synthesize empirical findings on the effects of innovative teaching approaches (e.g., collaborative learning, problem-based instruction, structured inquiry) on mathematics outcomes; (2) analyze the mediating function of learner motivation using path-analytic and structural equation modeling (SEM) frameworks; and (3) propose a conceptual path model to guide future classroom-based interventions. Following PRISMA-guided procedures, peer-reviewed studies from 2000–2024 were systematically searched in major databases, screened using predefined inclusion criteria, and appraised for methodological quality. Extracted effect sizes and path coefficients were narratively integrated, with particular attention to model fit indices and motivational constructs. The review shows consistent evidence that student-centered and hybrid teaching approaches exert significant indirect effects on mathematics achievement through enhanced motivation, interest, and self-beliefs, often explaining substantial variance in performance. These findings underscore the importance of integrating motivational pathways into instructional design and support the use of path analysis as a powerful tool for developing evidence-based, context-responsive mathematics teaching models.