The Interplay Between Students’ Mathematics Self-Efficacy, The Classroom Climate, And Students’ Attitudes Towards Mathematics, Examining Their Collective Influence On Students’ Academic Performance In Mathematics

Abstract

This study explored the interplay between students‟ mathematics self-efficacy, the classroom climate, and students‟ attitudes towards mathematics, examining their collective influence on students‟ academic performance in mathematics. The study employed a descriptive survey design and a structured questionnaire as data collection tool. The study population consisted of students at Nkawie Senior High Technical School and Toase Senior High School in the Ashanti region of Ghana. The study sampled 382 students from both schools using stratified and simple random sampling techniques. The data was analyzed using Structural Equation Modeling (SEM) with Amos (v. 23) software. Based on the findings, it was concluded that student‟s mathematics self-efficacy had a significant positive effect on performance in mathematic (β = 0.201; C.R. /t = 2.975; p = 0.003). Classroom climate had significant positive impact on students‟ mathematics performance (β = 0.188; C.R. /t = 2.677; p = 0.007) and the relationship between students‟ mathematics self-efficacy and mathematics performance was partially mediated by students‟ attitude towards mathematics. The study suggested that mathematics instructors should encourage learners to appreciate the study of mathematics and avoid using derogatory comments for wrong answers in mathematics class. Adequate teaching and learning materials should be provided in every classroom at all levels of education to facilitate teaching and learning. Mathematics instructors should relate mathematics to real-life situations in order to help learners develop positive attitude towards mathematics.