Teacher-student relationship and self-efficacy as moderating and mediating factors in the link between peer-assisted learning and mathematics performance

Bright Asare

doi:10.29333/ejmste/17387

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Bright Asare ¹ ^*

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¹ Akenten Appiah-Menka University of Skills Training and Entrepreneurial Development, Kumasi, GHANA^* Corresponding Author

Abstract

This study examined the effect of peer-assisted learning (PAL) on mathematics performance (MP), as well as the moderating role of the teacher-student relationship (TSR) and the mediating role of self-efficacy (SE) in the relationship between students’ MP and PAL. For this study, a descriptive-correlation design was used. Three hundred and fifty-one students made up the study’s sample size. Stratified simple random sampling techniques were used to select respondents for this study. A structured questionnaire was employed to collect data from the targeted respondents. Structural equation modeling run in Amos 23 was used to address the proposed hypothesized paths for this study. This study revealed that TSRs, SE, and PAL positively and significantly influenced MP. Moreover, SE partially mediates the relationship between PAL and MP. Finally, the link between PAL and students’ MP was significantly and positively moderated by TSRs. Previous research had examined how PAL, TSRs, and SE influence MP. To contribute to the literature, this study examines the moderating and mediating effects of TSRs and SE on the relationship between PAL and MP.

Keywords

teacher-student relationship
self-efficacy
peer-assisted learning
mathematics performance

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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, Volume 21, Issue 11, November 2025, Article No: em2735

https://doi.org/10.29333/ejmste/17387

Publication date: 09 Nov 2025

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Article Downloads: 8

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How to cite this article

APA

Asare, B. (2025). Teacher-student relationship and self-efficacy as moderating and mediating factors in the link between peer-assisted learning and mathematics performance. Eurasia Journal of Mathematics, Science and Technology Education, 21(11), em2735. https://doi.org/10.29333/ejmste/17387

Vancouver

Asare B. Teacher-student relationship and self-efficacy as moderating and mediating factors in the link between peer-assisted learning and mathematics performance. EURASIA J Math Sci Tech Ed. 2025;21(11):em2735. https://doi.org/10.29333/ejmste/17387

AMA

Asare B. Teacher-student relationship and self-efficacy as moderating and mediating factors in the link between peer-assisted learning and mathematics performance. EURASIA J Math Sci Tech Ed. 2025;21(11), em2735. https://doi.org/10.29333/ejmste/17387

Chicago

Asare, Bright. "Teacher-student relationship and self-efficacy as moderating and mediating factors in the link between peer-assisted learning and mathematics performance". Eurasia Journal of Mathematics, Science and Technology Education 2025 21 no. 11 (2025): em2735. https://doi.org/10.29333/ejmste/17387

Harvard

Asare, B. (2025). Teacher-student relationship and self-efficacy as moderating and mediating factors in the link between peer-assisted learning and mathematics performance. Eurasia Journal of Mathematics, Science and Technology Education, 21(11), em2735. https://doi.org/10.29333/ejmste/17387

MLA

Asare, Bright "Teacher-student relationship and self-efficacy as moderating and mediating factors in the link between peer-assisted learning and mathematics performance". Eurasia Journal of Mathematics, Science and Technology Education, vol. 21, no. 11, 2025, em2735. https://doi.org/10.29333/ejmste/17387