Enhancing TVET students’ interest in mathematics through the history of mathematics and self-efficacy

Abstract

he history of mathematics (HIST) and the interest in mathematics. Design/methodology/approach – A survey research design was adopted, with a quantitative research approach. The study adopted a convenience sampling technique to select 219 Technical and Vocational Education and Training (TVET) students (level 100 to 400) from a public university in Ghana. Structural equation modelling (SEM) and a bias-corrected percentile method of bootstrapping were run in AMOS (v. 23), to estimate the path coefficients. Findings – The study found that the HISTsignificantly influences both the student’sinterest in mathematics and their mathematics self-efficacy. Furthermore, mathematics self-efficacy was found to significantly affect students’ interest in mathematics and partially mediate the relationship between the HISTand students’ interest. Research limitations/implications – The study was confined to TVETstudents in a single public university in Ghana. Future studies may consider TVET students in other disciplines in other universities within or outside Ghana to increase generalization. Originality/value – There is a shortage of empirical studies that specifically examine how self-efficacy mediatesthe relationship between the HISTas a teaching tool and students’ interest in mathematics. Also, while previous studies have examined the role of pedagogical approaches in mathematics education, there is a lack of research focusing on the impact of historical context on students’ interest, particularly within TVET settings.