Mathematics achievement in high schools, the role of the teacher-student relationship, students’ self-efficacy, and students’ perception of mathematics

Joseph Bekoe Appiah; Sarah Korkor; Yarhands Dissou Arthur; Benjamin Adu Obeng

doi:10.29333/iejme/12056

Full Text (PDF)

Joseph Bekoe Appiah ¹ ^* , Sarah Korkor ¹ , Yarhands Dissou Arthur ¹ , Benjamin Adu Obeng ¹

More Detail

¹ Department of Mathematics Education, Akenten Appiah-Menka University of Skills Training and Entrepreneurial Development, GHANA^* Corresponding Author

Abstract

The study examined the impact of teacher -students’ relationship, student self-efficacy, and student perception on mathematics achievement. The study was a survey, and adopted a structured questionnaire as the instrument for data collection. A total sample of 400 students: 112 males and 298 females were randomly selected from two public senior high schools in the Ashanti region. The data gathered were analyzed statistically using structural equation model. Based on the findings, it was concluded that the influence teacher-student relationship has on mathematics achievement was insignificant whiles students’ self -efficacy and students’ perception had a positive impact on mathematics achievement. The outcome of the analyses recommends that teachers should aid in promoting students’ attitudes toward mathematics as well as promoting their self-efficacy in order to accelerate their mathematics performance.

Keywords

mathematics achievement
self-efficacy
student perception
teacher-student relationship

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

INT ELECT J MATH ED, 2022, Volume 17, Issue 3, Article No: em0688

https://doi.org/10.29333/iejme/12056

Publication date: 28 Apr 2022

Article Views: 1245

Article Downloads: 1250

Open Access Disclosures References How to cite this article

Disclosure

Declaration of Conflict of Interest: No conflict of interest is declared by author(s).

Data sharing statement: Data supporting the findings and conclusions are available upon request from the corresponding author(s).

References

Arthur, Y. D., Asiedu-Addo, S., & Assuah, C. (2017). Students’ perception and its impact on Ghanaian students’ interest in mathematics: Multivariate statistical analytical approach. Asian Research Journal of Mathematics, 4(2), 1-12. https://doi.org/10.9734/arjom/2017/33023
Avoke, M. (2005). Special educational needs in Ghana: Policy practice and research. Special Education Books, Department of Special Education, University of Winneba.
Bandura, A. (1982). Self-efficacy mechanism in human agency. American Psychologist, 37(2), 122-147. https://doi.org/10.1037/0003-066X.37.2.122
Bandura, A. (1997). Self-efficacy: The exercise of control. W H Freeman/Times Books/Henry Holt & Co.
Bandura, A. (2001). Social cognitive theory: An agentic perspective. Annual Review of Psychology, 52, 1-26. https://doi.org/10.1146/annurev.psych.52.1.1
Bandura, A. (2002). Social cognitive theory in cultural context. Applied Psychology: An International Review, 51(2), 269-290. https://doi.org/10.1111/1464-0597.00092
Betz, N. E., & Hackett, G. (1983). The relationship of mathematics self-efficacy expectations to the selection of science-based college majors. Journal of Vocational Behaviour, 23(3), 329-345. https://doi.org/10.1016/0001-8791(83)90046-5
Bonne, L., & Lawes, E. (2016). Assessing students’ maths self-efficacy and achievement. Set: Research Information for Teachers, 2, 60-64. https://doi.org/10.18296/set.0048
Callaman, R. A., & Itaas, E. C. (2020). Students’ mathematics achievement in Mindanao context: A meta-analysis. Journal of Research and Advances in Mathematics Education, 5(2), 148-159. https://doi.org/10.23917/jramathedu.v5i2.10282
Creswell, J. W. (2005). Educational research: Planning, conducting and evaluating quantitative and qualitative research. Pearson Educational Research.
Dahal, N., Luitel, B. C., & Pant, B. P. (2019). Teacher-students relationship and its potential impact on mathematics learning. Mathematics Education Forum Chitwan, 4(4), 35-53. https://doi.org/10.3126/mefc.v4i4.26357
Daud, A. S., Adnan, N. S. M., Aziz, M. K. N. A., & Embong, Z. (2020). Students’ perception towards mathematics using APOS theory: A case study. Journal of Physics: Conference Series, 1529, 032020. https://doi.org/10.1088/1742-6596/1529/3/032020
Ewnetu, S., & Fisseha, M. (2008). The teacher relationship behaviour and parenting style correlates of students’ scholastic achievement at grade seven English. Ethiopian Journal of Education and Sciences, 4(1), 39-50. https://doi.org/10.4314/ejesc.v4i1.42991
Ezenweani, U. L. (2006). Mathematics and classroom teaching. University Printing Press.
Haciomeroglu, G. (2019). The relationship between elementary students’ achievement emotions and sources of mathematics self-efficacy. International Journal of Research in Education and Science, 5(2), 548-559.
Hughes, J., & Kwok, O. (2007). Influence of student-teacher and parent-teacher relationships on lower achieving readers’ engagement and achievement in the primary grades. Journal of Educational Psychology, 99(1), 39-51. https://doi.org/10.1037/0022-0663.99.1.39
Kaasila, R. T., Hannula, M. S., Laine, A., & Pehkonen, E. (2006). Facilitators for change of elementary teacher student’s view of mathematics. In Proceedings of the 30^th Conference of the International Group for the Psychology of Mathematics Education (pp. 385-392).
Kline, R. B. (2011). Convergence of structural equation modeling and multilevel modeling. In M. Willams, & W. P. Vogt (Eds.), The SAGE handbook of innovation in social research methods (pp. 562-289). SAGE. https://doi.org/10.4135/9781446268261.n31
Krejcie, R. V., & Morgan, D. W. (1970). Determining sample size for research activities. Educational and Psychological Measurement, 30, 607-610. https://doi.org/10.1177/001316447003000308
Ma, X., & Kishor, N. (1997). Assessing the relationship between attitude toward mathematics and achievement in mathematics: A meta-analysis. Journal for Research in Mathematics Education, 28(1), 26-47. https://doi.org/10.2307/749662
May, D. & Glynn, S.M. (2008). A mathematics self-efficacy questionnaire for college students [Paper presentation]. Conference on Research in Undergraduate Mathematics Education. Mathematics Association of America, San Diego, CA, USA.
Mutodi, P., & Ngirande, H. (2014). The influence of students’ perceptions on mathematics performance. A case of a selected high school in South Africa. Mediterranean Journal of Social Sciences, 5(3), 431-445. https://doi.org/10.5901/mjss.2014.v5n3p431
Ormrod, J. E. (2006). Educational psychology: Developing learners. Merill Publishing Co.
Pajares, F. (2002). Overview of social cognitive theory of self-efficacy. http://people.wku.edu/richard.miller/banduratheory.pdf
Pianta, R. C. (1999). Enhancing relationships between children and teachers. American Psychological Association. https://doi.org/10.1037/10314-000
Reardon, S. F., Cheadle, J. E., & Robinson, J. P. (2009). The effect of Catholic schooling on math and reading development in kindergarten through fifth grade. Journal of Research on Educational Effectiveness, 2(1), 45-87. https://doi.org/10.1080/19345740802539267
Sharon, A. & Vialle, W. (1998). Nursing students’ self-efficacy, self-regulated learning academic performance in science. http://www.aare.edu.au/98pap/and98319.html
Tella, A. (2008). Teacher variables as predictors of academic achievement of primary school pupils’ mathematics. International Electronic Journal of Elementary Education, 1(1), 16-33. https://doi.org/10.4314/ifep.v16i2.23806
Toropova, A., Johansson, S., & Myrberg, E. (2019). The role of teacher characteristics for student achievement in mathematics and student perceptions of instructional quality. Education Inquiry, 10(4), 275-299. https://doi.org/10.1080/20004508.2019.1591844
Wasike, A. (2013). Effects of attitudes of female students on the performance in mathematics in various types of secondary schools in Teso District, Kenya. Journal of Education and Practice, 4(11), 119-130.
Xu, Z. Z., & Qi, C. (2019). The relationship between teacher-student relationship and academic achievement: The mediating role of self-efficacy. EURASIA Journal of Mathematics, Science and Technology Education, 15(10), em1758. https://doi.org/10.29333/ejmste/105610
Yahaya, A., Ramli, J., & Boon, Y. (2007). Sumbangan sikap pelajar terhadap mata pelajaran matematik: Sejauhmanakah hubungan ini relevan? [Contribution of student attitudes towards mathematics subjects: To what extent is this relationship relevant?]. http://eprints.utm.my/id/eprint/2355/1/Aziziyahaya_Sumbang_Sikap_terhadap_matematik.pdf
Zimmerman, B. J. (1990). Self-regulating academic learning and achievement: The emergence of a social cognitive perspective. Educational Psychology Review, 2(2), 173-201. https://doi.org/10.1007/BF01322178

How to cite this article

APA

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

Vancouver

Appiah JB, Korkor S, Arthur YD, Obeng BA. Mathematics achievement in high schools, the role of the teacher-student relationship, students’ self-efficacy, and students’ perception of mathematics. INT ELECT J MATH ED. 2022;17(3):em0688. https://doi.org/10.29333/iejme/12056

AMA

Appiah JB, Korkor S, Arthur YD, Obeng BA. Mathematics achievement in high schools, the role of the teacher-student relationship, students’ self-efficacy, and students’ perception of mathematics. INT ELECT J MATH ED. 2022;17(3), em0688. https://doi.org/10.29333/iejme/12056

Chicago

Appiah, Joseph Bekoe, Sarah Korkor, Yarhands Dissou Arthur, and Benjamin Adu Obeng. "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 2022 17 no. 3 (2022): em0688. https://doi.org/10.29333/iejme/12056

Harvard

Appiah, J. B., Korkor, S., Arthur, Y. D., and 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

MLA

Appiah, Joseph Bekoe et al. "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, vol. 17, no. 3, 2022, em0688. https://doi.org/10.29333/iejme/12056