Keyword: structural equation modeling (SEM)

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: The study aimed to examine the role of teacher quality on students’ mathematics interest as facilitated by students’ perception of mathematics. The participants were 300 students from three senior high schools. The study was purely a quantitative method that employed a questionnaire as a data collection tool. The data was analyzed using Structural Equation Modeling (SEM) to estimate the result for the hypothesized paths. The findings from the study revealed that teacher-student collaboration and teacher empathy had a direct positive and statistically significant effect on student’s mathematics interest. On the other hand, student’s perception in mathematics partially facilitates the relationship between teacher empathy and the student’s mathematics interest. Moreover, the perception of mathematics partially facilitates the relationship between teacher-student collaboration and student’s mathematics interest. The study recommended that mathematics teachers must collaborate with students in terms of classroom teaching and learning and work more practical mathematics examples with students in the class in order to enhance student’s mathematics interest.