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International Electronic Journal of Mathematics Education

International Electronic Journal of Mathematics Education
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
1 Department of Mathematics Education, Akenten Appiah-Menka University of Skills Training and Entrepreneurial Development, GHANA
* Corresponding Author
APA
In-text citation: (Appiah et al., 2022)
Reference: 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
AMA
In-text citation: (1), (2), (3), etc.
Reference: 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
In-text citation: (Appiah et al., 2022)
Reference: 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
In-text citation: (Appiah et al., 2022)
Reference: 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
In-text citation: (Appiah et al., 2022)
Reference: 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
Vancouver
In-text citation: (1), (2), (3), etc.
Reference: 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

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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