Mathematics Connection And Achievement Motivation: Mediating And Moderating Effects Of Teaching Quality, Teaching Competence, And History Of Mathematics Concepts

Abstract

This study evaluated the mediating and moderating role of teaching quality, teaching competence, and history of mathematics concepts on the effects of mathematics connection on mathematics achievement motivation among senior high school students in Ghana. A descriptive survey was carried out on 400 students randomly selected from Kumasi Senior High Technical School. SPSS (V. 23) and AMOS (V. 23) were utilized to conduct preliminary analyses (exploratory factor analysis, alpha-reliability analysis, and confirmatory factor analysis). In addition, average variance extracted (AVE), convergent validity, discriminant validity, and composite reliability were computed in Microsoft Excel from factor loadings. Structural Equation Modelling (SEM) was run in Amos (V. 23) to determine direct, indirect and interaction effects among the main constructs. The study found that mathematics connection positively and significantly influenced mathematics achievement motivation of senior high school students. The indirect effects of mathematics connection on achievement motivation through teaching quality was positive and significant. It was also revealed that the interaction effects of teaching competence on the relationship between mathematics connection and achievement motivation was insignificant. Furthermore, the interaction effects of history of mathematic concepts on the indirect path between mathematics connection and achievement motivation through teaching quality was significantly negative. The study recommended that mathematics connection should be emphasized through quality teaching, and explanations to historical themes underlying topics.