Abstract
This survey assessed the direct effects of teaching quality, teaching competence and mathematics connection on mathematics achievement motivation in Senior high School students in Ghana. A descriptive survey was used in the study, which included 329 senior high school students from Barekese Senior High School. Prior to the main model estimation, preliminary studies such as Confirmatory Factor Analysis, convergent validity, discriminant validity, and internal consistency (Cronbach’s Alpha) were computed. Amos (v.23) was used to do structural equation modeling (SEM) in order to assess the various assumptions. The results of path estimations revealed that mathematics connection positively and significantly influenced mathematics achievement motivation. However, teaching quality and teaching competence has no significant impact on mathematics achievement motivation.
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