Structural Model of Students’ Interest and Self-Motivation to Learning Mathematics

Students pick up the perception that mathematics is abstract and therefore, the learning of mathematics would yield to them no benefit. With their attitude towards mathematics modelled and their interest for mathematics impacted by this automatic generated perception, they may never again appreciate...

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Bibliographic Details
Published in:Education research international 2018-01, Vol.2018 (2018), p.1-10
Main Authors: Larbi, Ernest, Kessie, Justice A., Iddrisu, Wahab A., Otoo, Dominic
Format: Article
Language:English
Subjects:
Academic Achievement
Anxiety
Classrooms
Data analysis
Educational Environment
Influence
Learning
Mathematics Achievement
Mathematics education
Mathematics teachers
Peer tutoring
Science
Self esteem
Structural Equation Models
Student attitudes
Student Motivation
Studies
Teaching Methods
Thinking Skills
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Summary:Students pick up the perception that mathematics is abstract and therefore, the learning of mathematics would yield to them no benefit. With their attitude towards mathematics modelled and their interest for mathematics impacted by this automatic generated perception, they may never again appreciate the beauty of mathematics. In this paper, the researchers used structural equation modeling (SEM), to investigate the variables that affect students’ interest, among the variables, students’ confidence and motivation. The foregoing variables were conceptualized to have a direct effect on students’ interest in mathematics, whilst mathematics anxiety and students’ knowledge of the usefulness of mathematics were conceptualized to have indirect effects on their interest in mathematics moderated by students’ confidence and motivation. The result showed that significantly students’ confidence directly affects students’ interest in the learning of mathematics and there is a direct relationship between confidence and motivation. A student’s knowledge about the usefulness of mathematics indirectly increases the student’s interest in mathematics.
ISSN:2090-4002
2090-4010
DOI:10.1155/2018/9417109