THE MEDIATING EFFECT OF TEACHERS’ MOTIVATION ON TEACHING QUALITY AND TEACHING RESOURCES AS A PREDICTOR OF STUDENTS’ MATHEMATICS ACHIEVEMENTS
THE MEDIATING EFFECT OF TEACHERS’ MOTIVATION ON TEACHING QUALITY AND TEACHING RESOURCES AS A PREDICTOR OF STUDENTS’ MATHEMATICS ACHIEVEMENTS
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Date
2022
Authors
Amoasi, Patrick
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Abstract
This study looked at the mediating effect of teachers’ motivation on teaching quality
and teaching resources as a predictor of students’ mathematics achievement. The study
area was Assin North, Assin South, Assin Central, Upper Denkyira East and Upper
Denkyira West districts in the Central region of Ghana. The study respondents were
mathematics teachers from senior and junior high school from the above districts. The
sample from the population were selected by stratified sampling from the various
district and in each stratum, simple random sampling was employed to select forty (40)
participants. In all, two hundred (200) mathematics teachers formed the sample for this
study. Adapted questionnaire items on the four main constructs (teacher motivation,
teaching resources, teaching quality and students’ mathematics achievement) were used
as the data collection tool. Data analysis was done using Structural Equation Model
(SEM) from Amos (version 23). The statistical tool employed were Exploratory Factor
Analysis, Confirmatory Factor Analysis, Direct Path Effect, Discriminant Validity and
Indirect Effect Analysis. From the research questions, the findings revealed that
teaching quality and teaching resources partially mediate students’ mathematics
achievement through teacher motivation. The study also found out that teaching
resources, teacher motivation and teaching quality have direct positive effect on
students’ mathematics achievement. It was suggested based on the findings that,
adequate teaching resources such as textbooks, multimedia, videos lessons, proper
laboratories, classrooms, computers among other should be made available in all
schools to improve students’ mathematics achievement.