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Optimizing mathematics achievement through real-life contexts and historical insights: The moderating role of teaching and learning materials

Kwadwo Amo-Asante 1 * ,
Yarhands Dissou Arthur 1,
Ebenezer Bonyah 1
1 Department of Mathematics Education, Akenten Appiah-Menka University of Skills Training and Entrepreneurial Development, GHANA* Corresponding Author
Educational Point, 2(1), 2025, e121, https://doi.org/10.71176/edup/16552
Publication date: Jul 02, 2025
Research Article
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ABSTRACT

The study examined how applying mathematical concepts to real-life situations and using mathematical history as teaching strategies affect students’ performance in mathematics. It also investigated the impact of students’ perceptions and teaching and learning materials on these relationships. This study is important because it offers insights into how context-based and historically grounded teaching methods can enhance mathematics achievement, informing more effective and culturally relevant instructional practices. Conducted with a cross-sectional survey design, the study used a structured questionnaire to collect data from 579 secondary school students across six schools in the Kwabre East district, Ashanti Region, Ghana. Data analysis was performed using structural equation modeling in Amos (v.23) software. Results indicated that applying mathematical concepts to real-life situations positively and significantly influenced students’ performance. Incorporating the history of mathematics did not directly impact performance but was fully mediated by students’ perceptions. Additionally, students’ perceptions partially mediated the link between real-life application and performance. The use of teaching and learning materials moderated both the relationship between real-life application and students’ perceptions and the relationship between history of mathematics and students’ perceptions.

KEYWORDS

history of mathematics real-life application students’ perception students’ performance teaching and learning materials

CITATION (APA)

Amo-Asante, K., Arthur, Y. D., & Bonyah, E. (2025). Optimizing mathematics achievement through real-life contexts and historical insights: The moderating role of teaching and learning materials. Educational Point, 2(1), e121. https://doi.org/10.71176/edup/16552
Harvard
Amo-Asante, K., Arthur, Y. D., and Bonyah, E. (2025). Optimizing mathematics achievement through real-life contexts and historical insights: The moderating role of teaching and learning materials. Educational Point, 2(1), e121. https://doi.org/10.71176/edup/16552
Vancouver
Amo-Asante K, Arthur YD, Bonyah E. Optimizing mathematics achievement through real-life contexts and historical insights: The moderating role of teaching and learning materials. Educational Point. 2025;2(1):e121. https://doi.org/10.71176/edup/16552
AMA
Amo-Asante K, Arthur YD, Bonyah E. Optimizing mathematics achievement through real-life contexts and historical insights: The moderating role of teaching and learning materials. Educational Point. 2025;2(1), e121. https://doi.org/10.71176/edup/16552
Chicago
Amo-Asante, Kwadwo, Yarhands Dissou Arthur, and Ebenezer Bonyah. "Optimizing mathematics achievement through real-life contexts and historical insights: The moderating role of teaching and learning materials". Educational Point 2025 2 no. 1 (2025): e121. https://doi.org/10.71176/edup/16552
MLA
Amo-Asante, Kwadwo et al. "Optimizing mathematics achievement through real-life contexts and historical insights: The moderating role of teaching and learning materials". Educational Point, vol. 2, no. 1, 2025, e121. https://doi.org/10.71176/edup/16552

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