TEACHER-STUDENT RELATIONSHIP AND STUDENTS’ MATHEMATICS ACHIEVEMENT: MEDIATING ROLES OF STUDENTS’ PERCEPTION OF MATHEMATICS, STUDENTS’ SELF-EFFICACY AND COOPERATIVE LEARNING STRATEGIES.
TEACHER-STUDENT RELATIONSHIP AND STUDENTS’ MATHEMATICS ACHIEVEMENT: MEDIATING ROLES OF STUDENTS’ PERCEPTION OF MATHEMATICS, STUDENTS’ SELF-EFFICACY AND COOPERATIVE LEARNING STRATEGIES.
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Date
2022
Authors
Bekoe Appiah, Joseph
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Abstract
The study examined the mediating roles of students’ perception of mathematics, students’
self-efficacy and cooperative learning strategies in the relationship between teacher student relationship and students’ mathematics achievement in all the senior high schools
at Atwima Nwabiagya North District. The study was carried out using the descriptive
survey design. The target population was second-year students. Through purposive,
proportionate stratified and simple random sampling techniques, questionnaires were
administered to 346 second year students, however, 320 questionnaires were returned. The
data collected were analyzed using Structural Equation Model (SEM) with bootstrap
samples. It was found that teacher-student relationship (B=-1.730, BCpCI 95% CI (-2.406,
-1.010)) and students’ self-efficacy (B= -0.143, BCpCI 95%CI (-0.208, -0.089)) were
significant negative predictor of students’ mathematics achievement whiles cooperative
learning strategies (B= 0.314, BCpCI 95%CI (0.228, 0.443)) and students’ perception of
mathematics (B= 0.384, BCpCI 95%CI (0.280, 0.522) were significant positive predictor
of students’ mathematics achievement. The study also discovered that, students’
perception of mathematics (B=-0.279, BCpCI 95% CI (-0.425, -0.192)), students’ self efficacy (B= - 0.136, BCpCI 95% CI (-0.217, -0.083)) and cooperative learning strategies
(B= -0.125, BCpCI 95% CI (-0.205, -0.078)) were partially mediated the relationship
between teacher-student relationship and students’ mathematics achievement. It was
suggested based on the findings that, mathematics teachers should be mindful of their
relationship with the students, employ varieties of techniques when dealing with students
with bad perception of mathematics and also consider the kind of collaborative learning
techniques to be adopted in order to accelerate students’ mathematics achievement.