Exploring factors influencing student satisfaction in mathematics education using PLS-SEM and fuzzy sets FsQCA

The success of teaching and learning mathematics heavily depends on the learning environment. Students are the central focus of these activities, and their satisfaction with the mathematics classroom is fundamental. However, achieving student satisfaction remains a challenge due to the complex and multifaceted nature of classroom experiences. Moreover, limited research has explored the specific factors influencing student satisfaction in mathematics learning contexts. The purpose of this study is to identify the factors that significantly correlate with student satisfaction and mathematics performance in the mathematics classroom. This research integrates Herzberg's theory and Self-Determination Theory (SDT). Data were collected from 317 secondary school students in Gansu Province, China, using a cross-sectional offline survey. Structural Equation Modeling (SEM) was used to analyze the proposed hypotheses, while Fuzzy-Set Qualitative Comparative Analysis (fsQCA) was employed to complement the SEM results. The findings of this study confirm that three out of the six hypotheses are significant. Classroom facilitating conditions (FC) and Competence are the two main factors associated with student satisfaction in the mathematics classroom. For instance, when FC are significant, schools should focus on optimizing the physical and technological aspects of the learning environment, such as improving classroom layouts and integrating modern educational tools. Findings from fsQCA revealed four solutions that also lead to high student satisfaction in the mathematics classroom. This research provides new insights for schools and mathematics teachers on how to enhance student satisfaction and mathematics performances in the mathematics classroom.