MEDIATION AND MODERATION EFFECTS OF MOTIVATION AND TEACHING QUALITY ON THE RELATIONSHIP BETWEEN PEER TUTORING AND MATHEMATICS ACHIEVEMENT IN SENIOR HIGH SCHOOLS
MEDIATION AND MODERATION EFFECTS OF MOTIVATION AND TEACHING QUALITY ON THE RELATIONSHIP BETWEEN PEER TUTORING AND MATHEMATICS ACHIEVEMENT IN SENIOR HIGH SCHOOLS
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Date
2022
Authors
Boadu, Kwaku Samuel
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Abstract
This research work examined the mediation and moderation effects of Motivation and
Teaching Quality on the relationship between Peer Tutoring and Mathematics
Achievement in Senior High Schools at Kumasi Metro. The study design adopted was
descriptive survey. The target population was first and second-year students of
Kumasi Senior High Technical School and Kumasi Academy Senior High School.
Through disproportionate stratified and Simple random sampling techniques,
questionnaires were administered to 350 first and second-year students. The data
collected was analyzed using Structural Equation Model (SEM) with bootstrap
samples. The study found that peer tutoring had a direct positive impact on
mathematics study achievement among senior high school students (β = 0.701; C.R. =
4.125). The study also ascertained that peer tutoring had a direct positive impact on
motivation among senior high school students (β =0.349; C.R.=5.140). It was also
discovered that motivation had a direct positive impact on the mathematical
performance of high school students (β = 0.250; C.R. = 3.305). The results of this
study showed that motivation partially mediated the relationship between peer
tutoring and mathematics achievement in senior high schools. However, the
moderation effect of teaching quality on the relationship between peer tutoring and
mathematics achievement was statistically significant at 5%. The study suggested that
Peer tutoring has to be universal accepted as a teaching approach and learning on the
way to improve students' emotions of fulfilment and help them expand self-assurance
in mathematics through direct participation. Students should be allowed to form
discussion groups where peer learning should be advocated, in particular at the end of
every topic to enhance their performance
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Boadu, S. K., Arthur, Y. D., & Bonyah, E. (2023). Mediation and moderation effects of motivation and teaching quality on the relationship between peer tutoring and mathematics achievement. Journal of Mathematics and Science Teacher, 3(2).