Mathematics, recognized as a foundational subject, is marked by its high level of abstraction, rigorous logic, and extensive applicability, necessitating effective reforms. This article proposes a results-based teaching model for mathematics by integrating the Outcome-Based Education (OBE) concept with fundamental mathematical principles. The study utilizes a university in GD province as a case study to implement this OBE-based teaching model. Employing factor analysis and structural equation modeling, the research explores factors influencing the quality of teaching. Descriptive and correlational analyses were conducted on the variables involved, followed by structural equation modeling to test the proposed hypotheses. The findings revealed significant positive relationships among study habits, learning ability, interest motivation, learning resistance, teaching environment, and learning environment, with correlation coefficients positive at a 0.01 confidence level. The standardized path coefficients were 0.241, 0.143, 0.255, 0.153, 0.175, and 0.124 for learning habits, learning ability, interest motivation, learning resistance, teaching environment, and learning environment, respectively. These influences significantly and positively impact the effectiveness of the mathematics teaching model, demonstrating their beneficial effects on educational outcomes.