How do students' attitudes and mathematics teachers' self-efficacy impact students' achievement in mathematics?

Artigo2024

Joseph Andoh Fordjour; Philemon Mgnabil Tijotob; Richmond Adu - Gyamfi; Romuald Koffi Mifetu

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Resumo

Background: Mathematics holds a critical position within educational systems worldwide due to its extensive applications. At Dadieso Senior High School in Ghana, students consistently demonstrate low performance in mathematics, necessitating an investigation into potential determinants of academic achievement. Aim: This study aims to examine the impact of students' attitudes towards mathematics and the self-efficacy of mathematics teachers on students' mathematical achievements. Method: A descriptive-correlational research design was adopted, employing quantitative methods to analyze the relationships between students' attitudes, teachers' self-efficacy, and students' academic performance. The study sampled 218 students and 7 teachers, utilizing the Attitude towards Mathematics Inventory (ATMI), the Teacher Self-Efficacy Scale (TSES), and a Mathematics Achievement Test (MAT) for data collection. Results: The analysis revealed a moderate positive correlation between students' attitudes towards mathematics and their academic performance, indicating that positive attitudes are linked to better outcomes. Furthermore, a significant, albeit smaller, positive correlation was identified between teachers' self-efficacy and student achievement, highlighting the impact of teacher confidence on student success. Conclusion: Fostering positive attitudes towards mathematics among students is essential for improving academic performance. Likewise, enhancing teachers' self-efficacy substantially influences student achievement. These factors should be the focus of interventions aimed at enhancing mathematical outcomes in educational settings.

Dados da obra

Tipo: Artigo
Periódico: Journal of Advanced Sciences and Mathematics Education, v. 4, n. 1
Editora: CV. FOUNDAE
Ano: 2024 (2024-06)
Idioma: en
Palavras-chave: students' attitudes, mathematics teacher, self - efficacy, mathematics achievement, relationship
DOI: 10.58524/jasme.v4i1.298
ISSN: 2798-1606, 2798-9852
Acesso: Acesso aberto
Fontes: DOAJ — Directory of Open Access Journals
Na Biblioteca desde: 01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
FORDJOUR, Joseph Andoh et al.. How do students' attitudes and mathematics teachers' self-efficacy impact students' achievement in mathematics?. Journal of Advanced Sciences and Mathematics Education, v. 4, n. 1, 2024. DOI: https://doi.org/10.58524/jasme.v4i1.298.

APA

Fordjour, J. A., Tijotob, P. M., Gyamfi, R. A., & Mifetu, R. K. (2024). How do students' attitudes and mathematics teachers' self-efficacy impact students' achievement in mathematics?. Journal of Advanced Sciences and Mathematics Education, 4(1). https://doi.org/10.58524/jasme.v4i1.298

BibTeX

@article{fordjour2024,
  author = {Fordjour, Joseph Andoh and Tijotob, Philemon Mgnabil and Gyamfi, Richmond Adu - and Mifetu, Romuald Koffi},
  title = {How do students' attitudes and mathematics teachers' self-efficacy impact students' achievement in mathematics?},
  year = {2024},
  journal = {Journal of Advanced Sciences and Mathematics Education},
  volume = {4},
  number = {1},
  publisher = {CV. FOUNDAE},
  doi = {10.58524/jasme.v4i1.298},
  language = {en}
}

RIS

TY  - JOUR
AU  - Fordjour, Joseph Andoh
AU  - Tijotob, Philemon Mgnabil
AU  - Gyamfi, Richmond Adu -
AU  - Mifetu, Romuald Koffi
TI  - How do students' attitudes and mathematics teachers' self-efficacy impact students' achievement in mathematics?
PY  - 2024
JO  - Journal of Advanced Sciences and Mathematics Education
VL  - 4
IS  - 1
DO  - 10.58524/jasme.v4i1.298
LA  - en
ER  -

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