Modeling student’s interest in mathematics: Role of history of mathematics, peer-assisted learning, and student’s perception
Yarhands Dissou Arthur 1 * , Simon Kojo Appiah 2, Kwadwo Amo-Asante 1, Bright Asare 1
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1 Department of Mathematics Education, Akenten Appiah-Menka University of Skills Training and Entrepreneurial Development, Kumasi, GHANA2 Department of Statistics and Actuarial Science, Kwame Nkrumah University of Science and Technology, Kumasi, GHANA* Corresponding Author

Abstract

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.

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, 2022, Volume 18, Issue 10, Article No: em2168

https://doi.org/10.29333/ejmste/12458

Publication date: 14 Sep 2022

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Article Downloads: 420

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