Pre-service teachers’ mathematics achievement, attitude, and anxiety: The moderative role of pre-service teachers’ interest in the learning process

The aim of the study was meant to investigate the moderative role of pre-service teachers’ interest on mathematics achievement, attitude and anxiety during teaching and learning process. The study was conducted at Akrokerri College of Education Adansi, Ghana on pre-service teachers with a population...

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Bibliographic Details
Published in:Pedagogical research 2024-04, Vol.9 (2), p.em0192
Main Authors: Edo, Hatsu, Vivian, Maanu, Asare, Bright, Arthur, Yarhands Dissou
Format: Article
Language:English
Subjects:
Attitudes
Classrooms
Learning
Mathematics anxiety
Mathematics education
Mathematics teachers
Pedagogy
Preservice teachers
Questionnaires
Students
Teaching
Variables
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Summary:The aim of the study was meant to investigate the moderative role of pre-service teachers’ interest on mathematics achievement, attitude and anxiety during teaching and learning process. The study was conducted at Akrokerri College of Education Adansi, Ghana on pre-service teachers with a population of 300. A sample of 206 pre-service teachers were involved in the study. Questionnaires were designed with regards to the four main constructs identified in the study. The questionnaires were analyzed using the structural equation model. The findings revealed that pre-service mathematics teachers’ attitude has a direct positive effect on pre-service teachers ‘mathematics achievement. Mathematics anxiety has a positive effect and is statistically insignificant on mathematics achievement. Finally, the moderating effect of mathematics interest on the relationship between mathematics attitude and mathematics achievement result was negative and it is statistically insignificant.
ISSN:2468-4929
2468-4929
DOI:10.29333/pr/14192