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All Journal Union: Jurnal Ilmiah Pendidikan Matematika
Boniface Aabeyir
Akenten Appiah-Menka University of Skills Training and Entrepreneurial Development
Education Mathematics

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Modelling the influence of teachers’ knowledge and student-teacher relationship on students’ perceived achievement in trigonometry Boniface Aabeyir; Francis Boateng; Ebenezer Bonyah; John Amoah-Mensah
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 13 No 4 (2025)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v13i4.19544

Abstract

This paper investigated the effects of teachers’ subject matter knowledge, pedagogical content knowledge and student-teacher relationship on students’ perceived achievement in trigonometry. The paper also investigated the indirect effect of pedagogical content knowledge on students’ perceived mathematics achievement through subject matter knowledge. A six-point Likert scale questionnaire was used to collect data on teachers’ subject matter knowledge, pedagogical content knowledge, student-teacher relationship and students’ perceived achievement in trigonometry. Stratified sampling technique was used to select five schools in the Bekwai Municipality, comprising three public schools and two private schools. In all, 460 students were sampled. Partial least squares structural equation modelling was used to develop a model indicating the direct relationships between student-teacher relationship, teachers’ subject matter knowledge, pedagogical content knowledge and students’ perceived achievement in trigonometry. The results indicated that student-teacher relationship had no significant influence on students’ perceived achievement in trigonometry. However, both subject matter knowledge and pedagogical content knowledge significantly and positively influence students’ perceived achievement in trigonometry. It was also established that pedagogical content knowledge partially mediated the relationship between teachers’ subject matter knowledge and students’ perceived mathematics achievement. The study concludes that teachers’ subject matter knowledge and pedagogical content knowledge significantly enhance students’ perceived achievement in trigonometry, while student-teacher relationship shows no significant impact. The study shows that teacher content and pedagogical knowledge significantly impact students’ perceived trigonometry achievement, highlighting key areas for teacher development. It is recommended that stakeholders in education such as Ministry of Education, Ghana Education Service, teacher unions and heads of secondary schools should frequently organize workshops/seminars for mathematics teachers to improve upon their mastery of the subject matter knowledge including trigonometry. Seminars on mathematics teachers’ professional development should be tailored toward equipping teachers with the requisite pedagogical skills in trigonometry.
Technology acceptance and students’ attitude towards technology-based self-directed learning: The mediation effect of technological self-efficacy and learning motivation Boniface Aabeyir; Francis Ohene Boateng
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 Ebenezer Bonyah Francis Boateng Francis Ohene Boateng John Amoah-Mensah