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

Yarhands Dissou Arthur,Courage Simon Kofi Dogbe,Samuel Kwesi Asiedu-Addo

doi:10.29333/ejmste/11509

Yarhands Dissou Arthur, Courage Simon Kofi Dogbe + Show 1 more

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https://doi.org/10.29333/ejmste/11509

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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.

Highlights

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 study explored the role of motivation, peer assisted learning, quality of teaching and student interest on student performance in mathematics
Among the university students sampled for the study, it was ascertained that mathematics learning motivation had a significant effect on performance in mathematics of the first-year students

Summary

Introduction

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 (Abreh et al, 2018). Over the years, mathematics has been one of the poorly performed subjects in the West Africa Senior Secondary Certificate Examination (WASSCE) (Abreh et al, 2018). Great effort has been initiated by school leaderships and educational stakeholders for the adoption of appropriate teaching and learning methods that stimulate learners’ interest in mathematics to improve their performance and achievement. It has generated a great deal of academic interest in the area of mathematics education and educational studies in general (Arthur et al, 2017; Tosto et al, 2016; Zhang & Wang, 2020). Among the antecedents of performance in mathematics, motivation has been the most identified variable in most studies

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