Problem solving skills as mediator in the relationship between learning environment and mathematics achievement

This study aims to identify the role of problem-solving skills as mediator in the relationship between the learning environment and mathematics achievement among secondary school students. This study uses survey method involving a total of 333 Form Four students from ten secondary schools who were selected using two-stage stratified sampling technique. Data were analyzed using the Structural Equation Modelling technique, in which direct and indirect effects between variables were identified. Findings show that the direct effect between learning environment and achievement has decreased from 0.548 (p