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

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Title: Enhancing Performance in Mathematics through Motivation, Peer Assisted Learning, and Teaching Quality: The Mediating Role of Student Interest
Language: English
Authors: Arthur, Yarhands Dissou (ORCID 0000-0002-8950-1367), Dogbe, Courage Simon Kofi (ORCID 0000-0003-4658-4067), Asiedu-Addo, Samuel Kwesi (ORCID 0000-0001-6565-963X)
Source: EURASIA Journal of Mathematics, Science and Technology Education. 2022 18(2).
Availability: Modestum. No: 1 Windrush Road, Hilton Derbyshire, DE65 5LB, UK. e-mail: ejmste@ejmste.com; Web site: https://www.ejmste.com/
Peer Reviewed: Y
Page Count: 13
Publication Date: 2022
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Mathematics Achievement, Student Motivation, Peer Teaching, Instructional Effectiveness, Foreign Countries, College Freshmen, Factor Analysis
Geographic Terms: Ghana
ISSN: 1305-8223
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.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1335681
Database: ERIC
FullText Text:
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  Data: Enhancing Performance in Mathematics through Motivation, Peer Assisted Learning, and Teaching Quality: The Mediating Role of Student Interest
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  Data: <searchLink fieldCode="AR" term="%22Arthur%2C+Yarhands+Dissou%22">Arthur, Yarhands Dissou</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8950-1367">0000-0002-8950-1367</externalLink>)<br /><searchLink fieldCode="AR" term="%22Dogbe%2C+Courage+Simon+Kofi%22">Dogbe, Courage Simon Kofi</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-4658-4067">0000-0003-4658-4067</externalLink>)<br /><searchLink fieldCode="AR" term="%22Asiedu-Addo%2C+Samuel+Kwesi%22">Asiedu-Addo, Samuel Kwesi</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6565-963X">0000-0001-6565-963X</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22EURASIA+Journal+of+Mathematics%2C+Science+and+Technology+Education%22"><i>EURASIA Journal of Mathematics, Science and Technology Education</i></searchLink>. 2022 18(2).
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  Data: Modestum. No: 1 Windrush Road, Hilton Derbyshire, DE65 5LB, UK. e-mail: ejmste@ejmste.com; Web site: https://www.ejmste.com/
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  Data: <searchLink fieldCode="DE" term="%22Mathematics+Achievement%22">Mathematics Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Motivation%22">Student Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Peer+Teaching%22">Peer Teaching</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22College+Freshmen%22">College Freshmen</searchLink><br /><searchLink fieldCode="DE" term="%22Factor+Analysis%22">Factor Analysis</searchLink>
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  Data: 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.
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      – Text: English
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      Pagination:
        PageCount: 13
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      – SubjectFull: Mathematics Achievement
        Type: general
      – SubjectFull: Student Motivation
        Type: general
      – SubjectFull: Peer Teaching
        Type: general
      – SubjectFull: Instructional Effectiveness
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      – SubjectFull: Foreign Countries
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      – SubjectFull: College Freshmen
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      – SubjectFull: Factor Analysis
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      – SubjectFull: Ghana
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      – TitleFull: Enhancing Performance in Mathematics through Motivation, Peer Assisted Learning, and Teaching Quality: The Mediating Role of Student Interest
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