Modeling student’s interest in mathematics: Role of history of mathematics, peer-assisted learning, and student’s perception

The research was to ascertain the mediating effect of students’ perception in the relationship between the history of mathematics, peer-assisted learning, and students’ interest in mathematics. The study was based on 394 students from four selected secondary schools in the Ashanti region of Ghana. T...

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Bibliographic Details
Published in:Eurasia Journal of Mathematics, Science and Technology Education Science and Technology Education, 2022, Vol.18 (10), p.em2168
Main Authors: Arthur, Yarhands Dissou, Appiah, Simon Kojo, Amo-Asante, Kwadwo, Asare, Bright
Format: Article
Language:English
Subjects:
Core curriculum
Education
Educational technology
Learning
Learning disabilities
Mathematics
Peers
Perceptions
Students
Teaching
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Summary:The research was to ascertain the mediating effect of students’ perception in the relationship between the history of mathematics, peer-assisted learning, and students’ interest in mathematics. The study was based on 394 students from four selected secondary schools in the Ashanti region of Ghana. The study was a survey, adopting a structured questionnaire as the research instrument. Structural equation modelling was estimated using Amos (v.23) software, to test the hypothesized paths. History of mathematics had no direct effect on students’ perception towards mathematics, thereby, students’ perception acted as a full mediating variable. Peer-assisted learning had a direct effect on students’ perception towards mathematics, thereby, students’ perception acted as a partial mediating variable. It is recommended to the Ghana Education Service and the Ministry of Education to inculcate the use of history mathematics, as part of the courses in training mathematics teachers.
ISSN:1305-8215
1305-8223
DOI:10.29333/ejmste/12458