Abstract The impact of teaching strategies on students' academic performance has garnered significant attention from educational scholars and practitioners, recognising instructional quality as a pivotal factor in student learning success. However, research on the impact of teaching strategies on student mathematics performance, particularly in Indonesia, remains limited. This study analysed data from the 2018 Programme for International Student Assessment, involving 11,744 Indonesian students. Six variables, namely, teacher enthusiasm, teacher‐directed instruction, teacher support, student self‐efficacy, student motivation to master tasks and student mathematics performance, and their relationships were examined. Hierarchical linear modelling results found no evidence of a moderating effect of teacher support on the impact of teacher‐directed instruction on student self‐efficacy or on the impact of student self‐efficacy on student motivation to master tasks. Nevertheless, evidence was found that teacher support moderates the impact of teacher enthusiasm on student self‐efficacy and on the impact of student motivation to master tasks on student mathematics performance. Thus, teachers should focus on fostering student self‐efficacy and motivation to master tasks to improve student mathematics performance. Moreover, education policies should prioritise optimising teaching strategies and strengthening student self‐efficacy, with an emphasis on providing ample learning opportunities. Finally, the implications and limitations of this study are presented.
Hsieh et al. (Thu,) studied this question.