Predicting Students’ Mathematics Achievement Through Peer-Assisted Learning And Motivation: The Mediating Role Of Students’ Self-Efficacy

Abstract

This study investigated the effects of peer-assisted learning and motivation on students’ mathematics achievement and also the mediating role of students’ self-efficacy. The study adopted a descriptive survey as the research design. A questionnaire was utilized to gather data for the study. A Senior High School in the Atwima-Mponua district of the Ashanti region was used to randomly choose a sample of 352 students from SHS1, SHS2, and SHS3. They comprised 155 boys and 197 girls respectively. Structural equation modeling was used for the analysis by using Amos (v.23) software. The findings led to the conclusion that motivation had a positive but statistically insignificant impact on students' mathematics achievement whereas peer-assisted learning had a significantly direct impact on mathematics achievement. The impact of peer-assisted learning on motivation was statistically significant. Additionally, it was found that neither the relationship between motivation and mathematics achievement nor the relationship between peer-assisted learning and mathematics achievement is mediated by students' self-efficacy. The study recommends that educational stakeholders should encourage students to participate in peer-assisted learning to improve their mathematics achievement.