The effect of the t-qual model on student’s mathematics interest: Mediated by student’s mathematics perceptions

Augustine Kwaku Achah; Yarhands Dissou Arthur; Benjamin Adu Obeng; Bright Asare

doi:10.29333/mathsciteacher/17928

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Augustine Kwaku Achah ¹ ^* , Yarhands Dissou Arthur ¹ , Benjamin Adu Obeng ¹ , Bright Asare ¹

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¹ Akenten Appiah-Menka University of Skills Training and Entrepreneurial Development (AAMUSTED), Kumasi, GHANA^* Corresponding Author

Abstract

The study aimed to investigate the impact of the Teacher Quality Model (TQUAL-MODEL) on students’ interest in mathematics, with a focus on the mediating role of students’ perception of mathematics. A descriptive survey design was employed, targeting second and third-year students. Using a simple random sampling technique, questionnaires were administered to 300 students, yielding a complete dataset. The data were analyzed using a structural equation modeling approach with bootstrap samples. The findings revealed that students’ perception of mathematics significantly and positively predicted their interest in the subject. Additionally, teacher empathy and teacher-student collaboration were identified as positive and significant predictors of mathematics interest. Furthermore, students’ perception of mathematics partially mediated the relationship between teacher empathy and mathematics interest. Similarly, the relationship between teacher-student collaboration and mathematics interest was partially mediated by students’ perceptions of mathematics.

Keywords

teacher quality
teacher empathy
teacher collaboration
students’ perception
students’ interest

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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

Journal of Mathematics and Science Teacher, Volume 6, Issue 2, 2026, Article No: em100

https://doi.org/10.29333/mathsciteacher/17928

Publication date: 01 Apr 2026

Online publication date: 16 Feb 2026

Article Views: 13

Article Downloads: 8

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How to cite this article

APA

Achah, A. K., Arthur, Y. D., Obeng, B. A., & Asare, B. (2026). The effect of the t-qual model on student’s mathematics interest: Mediated by student’s mathematics perceptions. Journal of Mathematics and Science Teacher, 6(2), em100. https://doi.org/10.29333/mathsciteacher/17928

Vancouver

Achah AK, Arthur YD, Obeng BA, Asare B. The effect of the t-qual model on student’s mathematics interest: Mediated by student’s mathematics perceptions. Journal of Mathematics and Science Teacher. 2026;6(2):em100. https://doi.org/10.29333/mathsciteacher/17928

AMA

Achah AK, Arthur YD, Obeng BA, Asare B. The effect of the t-qual model on student’s mathematics interest: Mediated by student’s mathematics perceptions. Journal of Mathematics and Science Teacher. 2026;6(2), em100. https://doi.org/10.29333/mathsciteacher/17928

Chicago

Achah, Augustine Kwaku, Yarhands Dissou Arthur, Benjamin Adu Obeng, and Bright Asare. "The effect of the t-qual model on student’s mathematics interest: Mediated by student’s mathematics perceptions". Journal of Mathematics and Science Teacher 2026 6 no. 2 (2026): em100. https://doi.org/10.29333/mathsciteacher/17928

Harvard

Achah, A. K., Arthur, Y. D., Obeng, B. A., and Asare, B. (2026). The effect of the t-qual model on student’s mathematics interest: Mediated by student’s mathematics perceptions. Journal of Mathematics and Science Teacher, 6(2), em100. https://doi.org/10.29333/mathsciteacher/17928

MLA

Achah, Augustine Kwaku et al. "The effect of the t-qual model on student’s mathematics interest: Mediated by student’s mathematics perceptions". Journal of Mathematics and Science Teacher, vol. 6, no. 2, 2026, em100. https://doi.org/10.29333/mathsciteacher/17928