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All Journal Journal of Education and Learning (EduLearn) MEJ (Mathematics Education Journal)
Boateng, Francis Ohene
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Humanities Education Library & Information Science Mathematics Social Sciences Other

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Impact of Parent Interest in Mathematics and Students Mathematics Interest on Student Mathematics Achievement Boateng, Francis Ohene; Bandoh, Sampson Owusu; Kwarteng, Sarah; Lotey, Ebenezer Kwesi
Mathematics Education Journal Vol. 8 No. 2 (2024): MEJ Vol 8 No.2
Publisher : Department of Mathematics Education University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/mej.v8i2.33182

Abstract

A student's academic and cognitive development is greatly influenced by their mathematics education, and the importance of parental participation in promoting this interest cannot be estimated. The study aims to evaluate the impact of parental interest in mathematics and student’s mathematics interest on students’ mathematics achievement. The study employed quantitative research method with the used of structured questionnaire for collecting data. The sample of the study comprised of 200 first-year students from four selected senior high school in Ghana-Kumasi. The study findings revealed that, parent interest and student interest in mathematics had a statistically significant direct positive impact on students’ mathematics achievement. Moreover, there relationship between parental interest and students’ interest in mathematics had a positive effect and was statistically significant.
A study of the relationships among university students’ attitudinal variables and academic achievement in statistics Larbi, Ernest; Boateng, Francis Ohene; Okyere, Mavis
Journal of Education and Learning (EduLearn) Vol 20, No 1: February 2026
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v20i1.22759

Abstract

This study investigated the relationship among university students’ attitudinal variables and their achievement in statistics. The study also examined the relative contribution that each variable makes to their academic achievement. The study sample comprised 96 university students. Data were collected using a self-designed questionnaire. The reliability coefficients of the various subscales of the piloted questionnaire exceeded 0.70 and were found good to use. The analysis of the data showed a significant positive correlation among three of the students’ attitudinal subscales, namely interest towards statistics and academic achievement (r=0.315, p=0.001), motivation to study the subject and academic achievement (r=0.375, p=0.000) and usefulness of statistics and academic achievement (r=0.268, p=0.004). However, there was a positive low, but insignificant, correlation between anxiety and academic achievement (r=0.218, p=0.084). Further analysis, using multiple regression, showed that all the students’ attitudinal variables, except anxiety, made a significant relative contribution to their academic achievement in statistics. It was recommended that lecturers should help to develop students’ interest and motivation, educate them on the usefulness of statistics, and also, consciously try and reduce university students’ anxiety towards statistics.
Co-Authors Bandoh, Sampson Owusu Kwarteng, Sarah Larbi, Ernest Lotey, Ebenezer Kwesi Okyere, Mavis