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All Journal Journal of Education and Learning (EduLearn) Union: Jurnal Ilmiah Pendidikan Matematika 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.
Technology acceptance and students’ attitude towards technology-based self-directed learning: The mediation effect of technological self-efficacy and learning motivation Aabeyir, Boniface; Boateng, Francis Ohene
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 13 No 3 (2025)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v13i3.19533

Abstract

The study investigated how students at three public colleges of education in the Ashanti Region perceive and engage with technology-driven self-directed learning. Specifically, it examined the interconnections among technology acceptance, technological self-efficacy, learning motivation, and attitudes towards technology-based self-directed learning. The study also investigated the mediating role of technological self-efficacy between technology acceptance and learning motivation, as well as the mediating role of learning motivation between technological self-efficacy and attitudes towards technology-based self-directed learning. Additionally, it explored the combined mediation effect of both technological self-efficacy and learning motivation on the relationship between technology acceptance and attitudes towards technology-based self-directed learning in mathematics. Using structural equation modeling (SEM) with 237 purposefully selected participants, the findings revealed several insights. First, there was no significant direct relationship between technology acceptance and attitudes towards technology-based self-directed learning. Second, technological self-efficacy did not significantly influence attitudes towards technology-based self-directed learning independently. However, learning motivation was found to significantly impact students' attitudes towards technology-based self-directed learning. Furthermore, the study indicated that technological self-efficacy partially mediated the relationship between technology acceptance and learning motivation. Crucially, both technological self-efficacy and learning motivation together significantly mediated the relationship between technology acceptance and attitudes towards technology-based self-directed learning. Based on these findings, the study recommended that educators guide students by providing access to user-friendly and beneficial technological tools. This approach aims to inspire and motivate students to effectively participate in independent learning using technology.
Co-Authors Aabeyir, Boniface Bandoh, Sampson Owusu Kwarteng, Sarah Larbi, Ernest Lotey, Ebenezer Kwesi Okyere, Mavis