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All Journal International Journal of Didactic Mathematics in Distance Education Mathematics Education Journal Journal of the Indonesian Mathematics Education Society
Arthur, Yarhands Dissou
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Education Mathematics Social Sciences Other

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Influence of peer learning, self-regulatory learning, and mathematics interest on mathematics performance Michael, Batsa; Arthur, Yarhands Dissou; Asare, Bright
International Journal of Didactic Mathematics in Distance Education Vol. 2 No. 1 (2025): ijdmde
Publisher : Universitas Terbuka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33830/ijdmde.v2i1.10313

Abstract

The current study examined the influence of peer learning, self-regulatory learning, and mathematics interest on mathematics performance. The study adopted descriptive survey using questionnaire for the data collection. 320 students were sampled from a total population of 1600 students using stratified sampling and simple random sampling techniques. The data collected was analysed using Structural equation modeling to examined the hypothesized paths. Based on the data analysis, peer learning, self-regulatory learning, and mathematics interest had a direct positive and statistically significant impact on mathematics performance. The study explores the impact of peer learning, self-regulatory learning, and mathematics interest on students' performance, offering insights for effective instructional strategies and policy interventions. Finally, the study suggests incorporating structured peer-learning activities, self-regulatory learning strategies, engaging mathematical contexts, and professional development programs for teachers to enhance student autonomy and interest in mathematics.
Influence of Parental Involvement and Academic Motivation on Mathematical Achievement: The Role of Students’ Mathematics Interest Asare, Bright; Welcome, Natalie B.; Arthur, Yarhands Dissou
Mathematics Education Journal Vol. 18 No. 2 (2024): Jurnal Pendidikan Matematika
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jpm.v18i2.pp295-312

Abstract

The study examines the influence of parental involvement and academic motivation on students' mathematics performance, mediated by students' interest in mathematics. The current study adopts a descriptive-correlational research design. The study population comprises all first-year and second-year senior high students in the Central Region of Ghana. A sample of 290 students was randomly selected from four senior high schools in the Central Region of Ghana. The researcher used stratified sampling techniques to categorize the students into the various courses offered in the schools and employed simple random sampling techniques to select respondents from each stratum for the study. A structured questionnaire was used as a research instrument to collect data from the target population. Analysis of Moment Structures (Amos) version 23 and IBM SPSS version 23 were used as analysis tools for data analysis. The analysis results show that parental involvement, academic motivation, and students' interest in mathematics have a significant positive effect on mathematics achievement. Furthermore, students' interest in mathematics partially mediates the link between parental involvement and mathematics achievement. Finally, students' interest in mathematics partially mediates the connection between mathematics motivation and mathematics achievement. The study recommends that parents must be fully involved in their children's education, especially in their mathematics learning, by providing students with the necessary support to improve their mathematics learning and performance.
Learners' Attitude towards Mathematics, Technology on Their Mathematics Interest: The Mediating Role of Learners' Mathematics Perception Yeribatuah, Peter; Arthur, Yarhands Dissou
Mathematics Education Journal Vol. 17 No. 3 (2023): Jurnal Pendidikan Matematika
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

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Abstract

This research work surveyed inquired into, and scanned carefully, the exhibiting indirect causation of learners’ mathematics perception, a connection jointly engaging learners’ stance towards mathematics and technology on their mathematics interest. This inquest was conducted on 200 Senior High School learners sampled in the Central part of Ghana. The employment of a survey and comprehensive questionnaire was necessitated. Amos Software (v. 23) was instrumental in the Modeling analysis computations (SEM: EFA/CFA), and the paths were tested on the hypotheses. Attitude towards mathematics produced a positive impact on learners’ interest, which in turn impacted positively on learners’ perception of mathematics, and technology yielded a positive impact on how learners perceive mathematics. There was a complete mediation of learners' perception of mathematics in the association between learners' attitudes towards mathematics and their interest in mathematics. Further studies could be carried out on the parameters using other methods to inquire about the impact of learners' attitudes on mathematics and the technology involved in their learning on their mathematics interests. The education system must be mindful of learners' attitudes, perceptions, and technology in their learning process. Colleges of education must bring up teachers in the light of learners' attitudes, perceptions, and technology in their learning and the appropriate pedagogy in their delivery of lessons. DOI: https://doi.org/10.22342/jpm.17.3.22103.361-378
Integrating Collaborative Learning with Polya Problem-Solving Approach: A Model for Critical Thinking that Comprise of Pre-Service Teachers’ Factors Dookurong, Isaiah Dilor; Arthur, Yarhands Dissou; Akwertey, Emmanuel
Journal of the Indonesian Mathematics Education Society Vol. 4 No. 1 (2026): Journal of the Indonesian Mathematics Education Society
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jimes.v4n1.p1-23

Abstract

This study examined the effect of integrating collaborative learning with Polya’s problem-solving approach on pre-service teachers’ attitudes, engagement, and critical thinking skills in mathematics. Guided by a pragmatist paradigm, the study adopted a sequential explanatory experimental design. The population comprised pre-service mathematics teachers, from which a purposive sample of 390 participants was selected. Quantitative data were collected at the pretest stage using a critical thinking achievement test and structured questionnaires measuring attitudes and engagement. Both qualitative and quantitative data were collected at the posttest stage through parallel critical thinking achievement test and open-ended responses respectively for classroom-based evidence. Quantitative data were analyzed using descriptive statistics and independent samples t-tests to establish baseline differences between groups, while qualitative data were analyzed thematically following Braun and Clarke’s six-phase approach. The findings indicated that the integrated instructional approach improved pre-service teachers’ attitudes toward mathematics, increased their engagement in learning activities, and enhanced their critical thinking skills. Qualitative evidence further revealed that active collaboration, positive learning dispositions, and sustained participation supported deeper understanding and higher-order thinking. The study contributes to mathematics teacher education by demonstrating how the integration of collaborative learning with Polya’s problem-solving approach can strengthen instructional practices and foster the development of critical thinking among pre-service teachers. The findings provide empirical support for adopting integrated pedagogical strategies that promote engagement and meaningful learning in mathematics classrooms.
Co-Authors Akwertey, Emmanuel Asare, Bright Dookurong, Isaiah Dilor Michael, Batsa Welcome, Natalie B. Yeribatuah, Peter