Abstract
This study assessed the mediating effect of teaching quality (TQ) in the relationship between mathematics connection (MC) and achievement motivation (AM) of senior high school students in Ghana. A descriptive survey was carried out on 400 students randomly selected from Kumasi Senior High Technical School. The survey instrument comprised of structured questionnaires designed to elicit students’ responses on the main constructs. Following data input in SPSS (V. 23), confirmatory factor analysis was run in AMOS (V. 23) to ensure the data fit the hypothesized model. Construct validity and reliability assessment were also done and the results indicated that the data was valid and reliable. Path analysis was run in AMOS (V. 23) to determine direct, indirect, and total effects among the main constructs. The results showed that the direct effects of MC on AM was positive and significant. Similarly, the indirect effects of MC on AM through TQ was also revealed positive and significant. Therefore, TQ partially mediated the relationship between MC and AM. The study recommended that mathematics teachers should be professionally trained to adapt strategies that links classroom mathematics to students’ lives, other subjects, and real-life situations to make learners develop the desire for the subject.
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
Journal of Mathematics and Science Teacher, Volume 5, Issue 1, 2025, Article No: em074
https://doi.org/10.29333/mathsciteacher/15920
Publication date: 02 Feb 2025
Article Views: 70
Article Downloads: 46
Open Access References How to cite this article