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

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

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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

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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, Volume 17, Issue 3, August 2022, Article No: em0688

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

Publication date: 28 Apr 2022

Article Views: 4166

Article Downloads: 2477

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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).

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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