Enhancing Performance in Mathematics through Motivation, Peer Assisted Learning, and Teaching Quality: The Mediating Role of Student Interest

Autor/inn/en	Arthur, Yarhands Dissou; Dogbe, Courage Simon Kofi; Asiedu-Addo, Samuel Kwesi
Titel	Enhancing Performance in Mathematics through Motivation, Peer Assisted Learning, and Teaching Quality: The Mediating Role of Student Interest
Quelle	In: EURASIA Journal of Mathematics, Science and Technology Education, 18 (2022) 2, (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Arthur, Yarhands Dissou) ORCID (Dogbe, Courage Simon Kofi) ORCID (Asiedu-Addo, Samuel Kwesi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-8223
Schlagwörter	Mathematics Achievement; Student Motivation; Peer Teaching; Instructional Effectiveness; Foreign Countries; College Freshmen; Factor Analysis; Ghana + Suchen Sie Ihr Suchwort? Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Schulische Motivation; Peer group teaching; Peer Group Teaching; Unterrichtserfolg; Ausland; Studienanfänger; Faktorenanalyse
Abstract	In the Sub-Saran Africa, mathematics is a key subject in the school curriculum and most countries consider it as must-pass subject to gain admission into tertiary institutions. This notwithstanding, students' performance in mathematics in a cause for concern. For example, the mathematics performance of Ghanaian students in 2021 West Africa Senior Secondary Certificate Examination (WASSCE), was lower than that of 2020. This indicates that the percentage of students to gain admission into the tertiary has reduced. This study therefore explored the role of motivation, peer assisted learning, quality of teaching and student interest on student performance in mathematics. The study design was a survey, with structured questionnaire being used for data collection. The population comprised of students pursuing their undergraduate degree at a public university in Ghana. Purposive and convenient sampling techniques were used in selecting 373 first year undergraduate students of Akenten Appiah-Menka University of Skills Training and Entrepreneurial Development (AAMUSTED), who studied on Kumasi campus. Data was gathered during lecture hours, after permissions were sought from the lecturers handling the classes at the time of data collection. The path analysis was by Structural Equation Modelling, by using Amos (v.23) software. It was concluded that students learning interest in mathematics partially mediated the relationships between mathematics learning motivation and performance in mathematics; as well as between mathematics teaching quality and performance in mathematics. The effect of peer assisted mathematics learning on performance in mathematics was however fully mediated by students learning interest in mathematics. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01