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

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: 724

Article Downloads: 790

Open Access Disclosures References How to cite this article