Enhancing Student Mathematics Performance Through Teaching Quality, Motivation, and Students Self-efficacy
Article Sidebar
Main Article Content
Abstract
The current study sought to improve student performance in mathematics by focusing on motivation, student self-efficacy, and teaching quality. The study's descriptive correlation design used a questionnaire to gather data from the intended students. With a sample size of 355 students, the study's population consisted of 3139 students pressuring agric, business, general science, and general arts. Respondents from each stratum were chosen using simple random sampling that was stratified and purposeful. An analysis of the hypothesis routes was conducted using Amos' structural equation model (ver. 23). The student's results showed that improving student performance in mathematics was directly impacted by teaching quality, motivation, and student self-efficacy.
Downloads
Article Details
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
References
Agger, C. A., & Koenka, A. C. (2020). Does attending a deeper learning school promote student motivation, engagement, perseverance, and achievement? Psychology in the Schools, 57(4), 627–645. https://doi.org/10.1002/pits.22347
Al Mutawah, M. A., Thomas, R., & Khine, M. S. (2017). Investigation into Self-regulation, Engagement in Learning Mathematics and Science and Achievement among Bahrain ... Iejme, 12(October), 633–653.
Ambikairajah, A., Ambikairajah, R., & Ambikairajah, E. (2021). The impact of improving feelings of relatedness on motivation and engagement for tertiary students. International Journal of Mathematical Education in Science and Technology, 52(5), 721–730. https://doi.org/10.1080/0020739X.2019.1703149
Appiah, J. B., Korkor, S., Arthur, Y. D., & Obeng, B. A. (2022). Mathematics achievement in high schools, the role of the teacher-student relationship, students’ self-efficacy, and students’ perception of mathematics. International Electronic Journal of Mathematics Education, 17(3), em0688. https://doi.org/10.29333/iejme/12056
Arifin, S., & Kuningan, U. (2021). The Effect of Students’ Mathematics Self-efficacy on Mathematical Understanding Performance. İlköğretim Online, 20(1), 617–627. https://doi.org/10.17051/ilkonline.2021.01.52
Arthur, Y. D., Dogbe, C. S. K., & Asiedu-Addo, S. K. (2022). Enhancing Performance in Mathematics Through Motivation, Peer Assisted Learning, And Teaching Quality: The Mediating Role of Student Interest. Eurasia Journal of Mathematics, Science and Technology Education, 18(2). https://doi.org/10.29333/EJMSTE/11509
Asare, B., Arthur, Y. D., & Boateng, F. O. (2023). Exploring the Impact of ChatGPT on Mathematics Performance : The Influential Role of Student Interest. 2020, 158–168.
Asare, B., Welcome, N. B., & Arthur, Y. D. (2024). Investigating the impact of classroom management, teacher quality, and mathematics interest on mathematics achievement. 6(2).
Ashlock, J., Stojnic, M., & Tufekci, Z. (2022). Gender Differences in Academic Efficacy across STEM Fields. Sociological Perspectives, 65(3), 555–579. https://doi.org/10.1177/07311214211028617
Awofala, A. O., & Lawani, A. O. (2020). Examining the Efficacy of Co-operative Learning Strategy on Undergraduate Students’ Achievement in Mathematics. International Journal of Pedagogy and Teacher Education, 4(1), 59–82. https://doi.org/10.20961/ijpte.v4i1.33402
Balasi, A., & Iordanidis, G. (2024). Primary schools as professional learning communities and teachers ' professional development : an empirical study in Greek education. Teacher Development, 00(00), 1–22. https://doi.org/10.1080/13664530.2024.2322082
Bamfo, B. A., Dogbe, C. S. K., & Acheampong, O. E. (2018). Consumer Ethnocentrism: Empirical Evidence from Ghana. ResearchGate, June, pp. 1–11. https://doi.org/https://www.researchgate.net/publication/329683088
Bamfo, B. A., Dogbe, C. S. K., & Osei-Wusu, C. (2018). The effects of corporate rebranding on customer satisfaction and loyalty: Empirical evidence from the Ghanaian banking industry. Cogent Business and Management, 5(1). https://doi.org/10.1080/23311975.2017.1413970
Bognar, B., Matić, L. J., & Sablić, M. (2024). Professional Development Interventions for Mathematics Teachers: A Systematic Review. Mathematics Teaching-Research Journal, 15(6), 39–58.
Bright, A. (2024). The effect of using technology in teaching and learning mathematics on students' mathematics performance : The mediation effect of students ' mathematics interest. 4(2).
Callaman, R. A., & Itaas, E. C. (2020). Students’ mathematics achievement in Mindanao context: A meta-analysis. JRAMathEdu (Journal of Research and Advances in Mathematics Education), 5(2), 148–159. https://doi.org/10.23917/jramathedu.v5i2.10282
Cross, D. I. (2009). Alignment, cohesion, and change: Examining mathematics teachers’ belief structures and their influence on instructional practices. Journal of Mathematics Teacher Education, 12(5), 325–346. https://doi.org/10.1007/s10857-009-9120-5
Czocher, J. A., Melhuish, K., & Kandasamy, S. S. (2020). Building mathematics self-efficacy of STEM undergraduates through mathematical modeling. International Journal of Mathematical Education in Science and Technology, 51(6), 807–834. https://doi.org/10.1080/0020739X.2019.1634223
Dogbe, C. S. K., Tian, H. Y., Pomegbe, W. W. K., Sarsah, S. A. T. O., & Otoo, C. O. A. (2020). Market orientation and new product superiority among small and medium-sized enterprises (SMEs): The moderating role of innovation capability. International Journal of Innovation Management, 24(5). https://doi.org/10.1142/S1363919620500437
dos Santos, P. M., & Cirillo, M. Â. (2021). Construction of the average variance extracted index for construct validation in structural equation models with adaptive regressions. Communications in Statistics: Simulation and Computation, 0(0), 1–13. https://doi.org/10.1080/03610918.2021.1888122
Dumma C. Mapolelo, & Mojeed K. Akinsola. (2015). Preparation Of Mathematics Teachers: Lessons From Review Of Literature On Teachers’ Knowledge, Beliefs, And Teacher Education | Mapolelo | International Journal of Educational Studies. International Journal of Educational Studies, 2(1), 1–12. https://www.journals.esciencepress.net/index.php/IJES/article/view/803
Falco, L. D. (2019). An intervention to support mathematics self-efficacy in middle school. Middle School Journal, 50(2), 28–44. https://doi.org/10.1080/00940771.2019.1576580
Falco, L. D., & Summers, J. J. (2021). Social Persuasions in Math and their Prediction of STEM Courses Self-Efficacy in Middle School. Journal of Experimental Education, 89(2), 326–343. https://doi.org/10.1080/00220973.2019.1681350
Filgona, J., Jacob, F., John, S., & Gwany, D. M. (2020). Teachers' Pedagogical Content Knowledge and Students' Academic Achievement: A Theoretical Overview. Journal of Global Research in Education and Social Science, 14(2), 14–44. https://www.researchgate.net/publication/344199882
Fogliati, V. (2012). The Effect of Stereotype Threat on Women’s Mathematical Performance and Motivation. January.
Fosu, M., Arthur, Y. D., Boateng, F. O., & Adu-Obeng, B. (2022). Mediation and moderation effect of mathematics interest and teaching quality between self-concept and mathematics achievement. Journal of Mathematics and Science Teacher, 3(1), em024. https://doi.org/10.29333/mathsciteacher/12622
Hill, H. C., Ball, D. L., & Schilling, S. G. (2008). Unpacking pedagogical content knowledge: Conceptualizing and measuring teachers’ topic-specific knowledge of students. Journal for Research in Mathematics Education, 39(4), 372–400. https://doi.org/10.5951/jresematheduc.39.4.0372
Hiller, S. E., Kitsantas, A., Cheema, J. E., & Poulou, M. (2022). Mathematics anxiety and self-efficacy as predictors of mathematics literacy. International Journal of Mathematical Education in Science and Technology, 53(8), 2133–2151. https://doi.org/10.1080/0020739X.2020.1868589
Hinnant-Crawford, B. N., Faison, M. Z., & Chang, M. L. (2016). Culture as mediator: Co-regulation, self-regulation, and middle school mathematics achievement. Journal for Multicultural Education, 10(3), 274–293. https://doi.org/10.1108/JME-05-2016-0032
Hong, A. H., & Sullivan, F. R. (2013). Towards an idea-centered, principle-based design to a creation approach supports learning knowledge. Educational Technology Research and Development, 57(5), 613–627. https://doi.org/10.1007/sl
Howard, J. L., Bureau, J., Guay, F., Chong, J. X. Y., & Ryan, R. M. (2021). Student Motivation and Associated Outcomes: A Meta-Analysis from Self-Determination Theory. Perspectives on Psychological Science, 16(6), 1300–1323. https://doi.org/10.1177/1745691620966789
Juned, A. M., Majid, F. A., & Mustafa, S. M. S. (2020). Performance Approach, Mastery Approach, Performance Avoidance and Mastery Avoidance as Predictors of Students’ Academic Achievement in English, Mathematics and Science Subjects. International Journal of Academic Research in Business and Social Sciences, 10(11), 1150–1159. https://doi.org/10.6007/ijarbss/v10-i11/8190
Macafee, E., & Comeau, G. (2020). The Impact of the Four Sources of Efficacy on Adolescent Musicians within a Self-Modeling Intervention. Contributions to Music Education, pp. 45, 205–236.
Marsh, H. W., Guo, J., Dicke, T., Parker, P. D., & Craven, R. G. (2020). Confirmatory Factor Analysis (CFA), Exploratory Structural Equation Modeling (ESEM), and Set-ESEM: Optimal Balance Between Goodness of Fit and Parsimony. Multivariate Behavioral Research, 55(1), 102–119. https://doi.org/10.1080/00273171.2019.1602503
Matovu, M. (2020). Academic Self-efficacy and Academic Performance among University Undergraduate Students: An Antecedent to Academic Success. European Journal of Education Studies, 7(3), 135–149. https://doi.org/10.5281/zenodo.3756004
Meador, A., & Salazar, L. R. (2023). The Effects of Math Anxiety on the Performance of Undergraduate Business Majors Using Self-Efficacy as a Mediator. International Journal of Teaching & Learning in Higher Education, 35(2), 147–159. https://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=169721663&site=ehost-live
Mozahem, N. A., Boulad, F. M., & Ghanem, C. M. (2021). Secondary school students and self-efficacy in mathematics: Gender and age differences. International Journal of School and Educational Psychology, 9(sup1), S142–S152. https://doi.org/10.1080/21683603.2020.1763877
Nolan, B., Dempsey, M., Lovatt, J., & O 'shea, A. (2015). Developing Mathematical Knowledge for Teaching (MKT) for pre-service teachers: a study of students' developing thinking about teaching mathematics. Proceedings of the British Society for Research into Learning Mathematics, 35(1), 54–59.
Nurnberger-Haag, J., Wernet, J. L., & Benjamin, J. I. (2023). Gameplay in Perspective: Applications of a Conceptual Framework to Analyze Features of Mathematics Classroom Games in Consideration of Students’ Experiences. International Journal of Education in Mathematics, Science and Technology, 11(1), 267–303. https://doi.org/10.46328/ijemst.2328
Ong, K. J., Chou, Y. C., Yang, D. Y., & Lin, C. C. (2020). Creative drama in science education: The effects on situational interest, career interest, and science-related attitudes of science and non-science majors. Eurasia Journal of Mathematics, Science and Technology Education, 16(4). https://doi.org/10.29333/ejmste/115296
Ran, H., Kim, N. J., & Secada, W. G. (2022). A meta-analysis on the effects of technology’s functions and roles on students’ mathematics achievement in K-12 classrooms. Journal of Computer Assisted Learning, 38(1), 258–284. https://doi.org/10.1111/jcal.12611
Ridgley, L. M., DaVia Rubenstein, L., & Callan, G. L. (2022). Are Gifted Students Adapting Their Self-Regulated Learning Processes When Experiencing Challenging Tasks? Gifted Child Quarterly, 66(1), 3–22. https://doi.org/10.1177/00169862211025452
Roemer, E., Schuberth, F., & Henseler, J. (2021). HTMT2–an improved criterion for assessing discriminant validity in structural equation modeling. Industrial Management and Data Systems, 121(12), 2637–2650. https://doi.org/10.1108/IMDS-02-2021-0082
Ruiz-Alfonso, Z., León, J., Santana-Vega, L. E., & González, C. (2021). Teaching quality: An explanatory model of learning in secondary education. Psicologia Educativa, 27(1), 67–76. https://doi.org/10.5093/PSED2020A18
Santhanalakshmi, P. C., & Naomi, P. G. V. (2021). Impact of Peer Assisted Learning Strategy (PALS) for Learning Enhancement of Students at Secondary Level. 12(10), 7333–7336.
Selvaraj, A. M., Azman, H., & Wahi, W. (2021). Teachers’ feedback practice and students’ academic achievement: A systematic literature review. International Journal of Learning, Teaching and Educational Research, 20(1), 308–322. https://doi.org/10.26803/IJLTER.20.1.17
Shehzad, M. W., Anwar Lashari, T., Anwar Lashari, S., & Hasan, M. K. (2020). The interplay of self-efficacy sources and reading self-efficacy beliefs in metacognitive reading strategies. International Journal of Instruction, 13(4), 523–544. https://doi.org/10.29333/iji.2020.13433a
Shrestha, N. (2021). Factor Analysis as a Tool for Survey Analysis. American Journal of Applied Mathematics and Statistics, 9(1), 4–11. https://doi.org/10.12691/ajams-9-1-2
SIVRIKAYA, A. H. (2019). The Relationship between Academic Motivation and Academic Achievement of the Students. Asian Journal of Education and Training, 5(2), 309–315. https://doi.org/10.20448/journal.522.2019.52.309.315
Steinmayr, R., Weidinger, A. F., Schwinger, M., & Spinath, B. (2019). The importance of students’ motivation for their academic achievement-replicating and extending previous findings. Frontiers in Psychology, 10(JULY). https://doi.org/10.3389/fpsyg.2019.01730
Taghinejad, M., Abedi, A., & Ghamarani, A. (2020). Effectiveness of the Growth Mindset Intervention on Learning Behaviors in the Middle School Gifted Underachievers. 1(3), 61–78.
Tella, A. (2007). The impact of motivation on student’s academic achievement and learning outcomes in mathematics among secondary school students in Nigeria. Eurasia Journal of Mathematics, Science and Technology Education, 3(2), 149–156. https://doi.org/10.12973/ejmste/75390