Triangular law of students’ Mathematics Interest in Ghana: A Model with motivation and perception as predictor

Samuel Asiedu-Addo; Charles K. Assuah; Yarhands Dissou Arthur

Samuel Asiedu-Addo, Charles K. Assuah, Yarhands Dissou Arthur

Article Type: Research Article
International Electronic Journal of Mathematics Education, 2017 - Volume 12 Issue 3, pp. 539-548
Published Online: 22 Jul 2017
Article Views: 1109 | Article Download: 1296
Open Access Full Text (PDF)

AMA 10th edition

In-text citation: (1), (2), (3), etc.
Reference: Asiedu-Addo S, Assuah CK, Arthur YD. Triangular law of students’ Mathematics Interest in Ghana: A Model with motivation and perception as predictor. Int Elect J Math Ed. 2017;12(3), 539-548.

APA 6th edition

In-text citation: (Asiedu-Addo et al., 2017)
Reference: Asiedu-Addo, S., Assuah, C. K., & Arthur, Y. D. (2017). Triangular law of students’ Mathematics Interest in Ghana: A Model with motivation and perception as predictor. International Electronic Journal of Mathematics Education, 12(3), 539-548.

Chicago

In-text citation: (Asiedu-Addo et al., 2017)
Reference: Asiedu-Addo, Samuel, Charles K. Assuah, and Yarhands Dissou Arthur. "Triangular law of students’ Mathematics Interest in Ghana: A Model with motivation and perception as predictor". International Electronic Journal of Mathematics Education 2017 12 no. 3 (2017): 539-548.

Harvard

In-text citation: (Asiedu-Addo et al., 2017)
Reference: Asiedu-Addo, S., Assuah, C. K., and Arthur, Y. D. (2017). Triangular law of students’ Mathematics Interest in Ghana: A Model with motivation and perception as predictor. International Electronic Journal of Mathematics Education, 12(3), pp. 539-548.

MLA

In-text citation: (Asiedu-Addo et al., 2017)
Reference: Asiedu-Addo, Samuel et al. "Triangular law of students’ Mathematics Interest in Ghana: A Model with motivation and perception as predictor". International Electronic Journal of Mathematics Education, vol. 12, no. 3, 2017, pp. 539-548.

Vancouver

Abstract

The main purpose of this study was to verify by means of structural equation modelling (SEM) how students’ interest in mathematics (SIM) is affected by students’ perception and students’ motivation to learn mathematics. The study further investigated the effect of students’ perception (SP) on students’ motivation (SM) to learn mathematics. The study adopted a simple random sampling technique to administer 150 questionnaires to 10 public Senior High Schools in Ghana. In all, a total number of 1,500 students were given the questionnaire to indicate their responses. However, 1,263 questionnaires were properly administered, representing 84.3% response rate. The constructs reliability for SIM, SP, and SM were 0.71, 0.82, and 0.68 respectively. The further explored how the goodness-of-fit influences the measurement model, structural model and the overall model. The findings indicated that when Ghanaian high school students’ have good perception about mathematics and have the motivation to learn mathematics, their interest in mathematics would improve significantly.

Keywords

Students’ perception students’ motivation students’ interest Ghana Mathematics

References

Arthur, Y., 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. http://doi.org/10.9734/ARJOM/2017/33023
Arthur, Y. D., Oduro, F. T., & Boadi, R. K. (2014). Statistical Analysis of Ghanaian Students Attitude and Interest Towards Learning Mathematics . International Journal of Education and Research, 2(6), 661–670.
Bong, M. (2004). Academic Motivation in Self-Efficacy, Task Value, Achievement Goal Orientations, and Attributional Beliefs. The Journal of Educational Research, 97(6), 287–298. http://doi.org/10.3200/JOER.97.6.287-298
Fornell, C., & Larcker, D. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research, 18(3), 39–50. http://doi.org/10.2307/3151312
Githua, B. N., & Mwangi, J. G. (2003). Students ’ mathematics self-concept and motivation to learn mathematics : relationship and gender differences among Kenya ’ s secondary-school students in Nairobi and Rift Valley provinces. International Journal of Educational Development 23, 23, 487–499. http://doi.org/10.1016/S0738-0593(03)00025-7
Hair, J. F., Black, B., Babin, B., TathamR.L, & R.E, A. (2005). Multivariate Data analysis. Singapore: Peason Education (Pte).
Hair, J., Sarstedt, M., & Ringle, C. (2012). An assessment of the use of partial least squares structural equation modeling in marketing research. Journal of the Academy of Marketing Science, 40(3), 414–433.
Henseler, J., Ringle, C., & Sinkovics, R. (2009). The use of partial least squares path modeling in international marketing. Advances in International Marketing, 20, 277–319.
Ignacio, N., Nieto, L., & Barona, E. (2006). The affective domain in mathematics learning. Retrieved from http://citeseerx.ist.psu.edu/viewdoc/summary?doi=10.1.1.495.3040
Köǧce, D., Yildiz, C., Aydin, M., & Altindaǧ, R. (2009). Examining elementary school students’ attitudes towards mathematics in terms of some variables. Procedia - Social and Behavioral Sciences, 1(1), 291–295. http://doi.org/10.1016/j.sbspro.2009.01.053
Linnenbrink-Garcia, L., Durik, A. M., Conley, A. M., Barron, K. E., Tauer, J. M., Karabenick, S. A., & Harackiewicz, J. M. (2010). Measuring Situational Interest in Academic Domains. Educational and Psychological Measurement, 70(4), 647–671. http://doi.org/10.1177/0013164409355699
Martin, A. J. (2006). The relationship between teachers’ perceptions of student motivation and engagement and teachers’ enjoyment of and confidence in teaching. Asia-Pacific Journal of Teacher Education, 34(1), 73–93. http://doi.org/10.1080/13598660500480100
Matic, L. J. (2014). Mathematical knowledge of non-mathematics students and their beliefs about mathematics. International Electronic Journal of Mathematics Education, 9(1–2), 13–24.
Meece, J. L., Wigfield, A., & Eccles, J. S. (1990). Predictors of math anxiety and its influence on young adolescents’ course enrollment intentions and performance in mathematics. Journal of Educational Psychology, 82(1), 60–70. http://doi.org/10.1037/0022-0663.82.1.60
Mensah, J. K., Okyere, M., & Kuranchie, A. (2013). Student attitude towards Mathematics and performance : Does the teacher attitude matter ? Journal of Education and Practice, 4(3), 132–139.
Mutodi, P., & Ngirande, H. (2014a). Exploring Mathematics Anxiety: Mathematics Students’ Experiences. Mediterranean Journal of Social Sciences, 5(1). http://doi.org/10.5901/mjss.2014.v5n1p283
Mutodi, P., & Ngirande, H. (2014b). 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. http://doi.org/10.5901/mjss.2014.v5n3p431
Pantziara, M., & Philippou, G. (2007). Students ’ motivation and achievement and teachers ’ practices in the classroom, Proceedings of 31th PME Conference 4, 57–64.
Singh, K., Granville, M., & Dika, S. (2002a). Mathematics and science achievement: effects of motivation, interest, and academic engagement. The Journal of Educational Research, 95(6), 323–332. http://doi.org/10.1080/00220670209596607
Singh, K., Granville, M., & Dika, S. (2002b). Mathematics and Science Achievement: Effects of Motivation, Interest, and Academic Engagement. The Journal of Educational Research, 95(6), 323–332. http://doi.org/10.1080/00220670209596607
Skaalvik, E. M., & Skaalvik, S. (2008). Self-concept and self-efficacy in mathematics: Relation with mathematics motivation and achievement. New Developments in the Psychology of Motivation., 105–128.
Tooke, D. J., & Lindstrom, L. C. (1998). Effectiveness of mathematics methods course in reducing math anxiety of preserves elementary teacher. School Science & Mathematics, 98(3), 136–139.

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.