Investigating the Mediating Role of Student Mathematics Interest in Instructor Quality, Teacher Self-Efficacy and Student Teacher Relationship Towards Student Mathematics Performance.

The motive of the study was to find if students mathematics interest mediates other variables such as Instructor Quality, Teacher Self-Efficacy and Student Teacher Relationship Towards Student Mathematics Performance. The study was a quantitative research design that uses a structural equation model. A simple random sampling procedure was used to select 497 Senior High School students from five SHS across the Ashanti region of Ghana. The data collection was mainly based on administered questionnaire to the participants which was analyzed using the Structural Equation Model (SEM) with the help of SPSS and AMOS. It was found that teacher student relationship had no significant effect on students’ mathematics performance. Instructional quality and teacher self-efficacy on the other hand had significant positive effects on students’ mathematics performance. Also, it was found that student mathematics interest did not mediate the relationship between teacher student relationship and mathematics performance. Similarly, mathematics interest played no mediating role in the relationship between instructional quality and mathematics performance. Finally, it was concluded that student mathematics interest partially mediated the relationship between teacher self-efficacy and students’ mathematics interest.

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The authors declare no conflict of interest.

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The datasets used in this study are openly available at [repository link] and the source code is available on GitHub at [GitHub link].

This work did not receive any external funding.