MEDIATION AND MODERATION EFFECT OF MATHEMATICS INTEREST AND TEACHING QUALITY BETWEEN SELF-CONCEPT AND MATHEMATICS ACHIEVEMENTS.
MEDIATION AND MODERATION EFFECT OF MATHEMATICS INTEREST AND TEACHING QUALITY BETWEEN SELF-CONCEPT AND MATHEMATICS ACHIEVEMENTS.
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Date
2022
Authors
Fosu, Micheal
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Abstract
This study investigated the mediation and moderation effect of mathematics interest
and teaching quality on the relationship between self-concept and mathematics
achievement. The study was conducted at Sakafia Islamic SHS and Kumasi Academy
SHS in Ghana. The sample comprised 300 students whom they were selected randomly
from a population of 1200. The study adopted a descriptive survey and analysis such as
exploratory and confirmatory factor analysis, discriminant validity and reliability
analysis from Cronbach Alpha was estimated using SPSS (version 23) and Amos
(version 23). From the hypothesis, the findings revealed that self-concept partially
mediates mathematics achievement through mathematics interest and teaching quality
showed no moderating effect between interest, and achievement. The study also found
out that self-concept, mathematics interest and teaching quality have a direct effect on
students’ performance. The study informed teachers teaching mathematics and in other
different programs to be equipped with knowledge of how students perceive
mathematics to select the appropriate teaching approach to influence their interest and
belief in the study of mathematics. It was suggested based on the findings that; the
moderation effect of teaching quality was found to be insignificant. This is imperative
for further study to critically analyzed its effect on other antecedents.