Keyword: self-efficacy

ABSTRACT: This study examines the influence of Socio-Constructivist Mathematics Teaching on students’ mathematics achievement with mathematics self-efficacy serving as a mediating factor. This study employed a quantitative research approach within a descriptive survey design framework utilizing the stratified and simple random sampling techniques. Data from 260 students in a Senior High School in the Talensi District of the Upper East Region of Ghana were analyzed using Structural Equation Modeling (SEM). Results indicated that Socio-Constructivist Mathematics Teaching significantly enhanced both mathematics achievement and self-efficacy. Additionally, mathematics self-efficacy positively impacted students’ achievement and mediated the relationship between teaching methods and academic performance. This suggests that the instructional approach directly improves achievement, and its effect is further strengthened when students feel confident in their mathematical capabilities. The study highlights the importance of integrating socio-constructivist pedagogy to foster both academic success and self-confidence in mathematics.

ABSTRACT: This study aimed to examine how teachers’ self-efficacy mediates the relationship between realistic mathematics education and learners’ mathematics achievement, which involved 396 junior high school math teachers and a sample of 7621 students. The study employed a quantitative approach with a correlational cross-sectional descriptive survey design. The questionnaires were developed with consideration for the three main constructs that the study identified. The structural equation model was used to analyze the questionnaires. The findings demonstrated that the application of realistic mathematics teaching methods directly improves students’ mathematical achievement. Once more, students’ achievement in mathematics is directly positively impacted by teachers’ self-efficacy. Ultimately, there was a positive and statistically significant mediation effect of teacher self-efficacy on the relationship between learners’ mathematical achievement results and realistic mathematics education.