Prior mathematics achievement and mathematics self-efficacy as indicators for success in pre-service teachers’ achievement in geometry and trigonometry

Agormor, Sefakor
Apawu, Jones
Aboagye-Agbi, Jackson Jessel
Hokor, Evans Kofi

Journal of Research in Instructional
Vol. 2 No. 2 (2022): Journal of Research in Instructional

This study is a quantitative research and used a correlational research design to investigate the relationship between pre-service teachers’ prior mathematics achievement (PA) at the senior high school and mathematics self-efficacy (MSEF) on learning and achievement in geometry and trigonometry in colleges of education. A sample of 449 pre-service teachers (264 males and 185 females) randomly selected from the population was used for the study. The result revealed a strong positive relationship between PA (r = 0.543), MSEf (r = 0.542), and geometry and trigonometry score. The study then concludes that the factors (PA, MSEf) have a positive relationship with geometry and trigonometry achievement. The study recommended that colleges of education should place much emphasis on pre-service teachers’ entry grade in mathematics when considering the requirement for admission.