Pre-service teachers’ mathematics achievement, attitude, and anxiety: The moderative role of pre-service teachers’ interest in the learning process-Reference-Cited by-同舟云学术

Pre-service teachers’ mathematics achievement, attitude, and anxiety: The moderative role of pre-service teachers’ interest in the learning process

Published:2024-04-01 Issue:2 Volume:9 Page:em0192
ISSN:2468-4929
Container-title:Pedagogical Research
language:
Short-container-title:PEDAGOGICAL RES

Author:

Edo Hatsu¹^ORCID,Vivian Maanu²^ORCID,Asare Bright³^ORCID,Arthur Yarhands Dissou³^ORCID

Affiliation:

1. Department of Mathematics and ICT, Saint Vincent College of Education, Yendi, GHANA

2. Department of Mathematics and ICT, Akrokerri College of Education, Adansi, GHANA

3. Akenten Appiah-Menka University of Skills Training and Entrepreneurial Development, Kumas, GHANA

Abstract

The aim of the study was meant to investigate the moderative role of pre-service teachers’ interest on mathematics achievement, attitude and anxiety during teaching and learning process. The study was conducted at Akrokerri College of Education Adansi, Ghana on pre-service teachers with a population of 300. A sample of 206 pre-service teachers were involved in the study. Questionnaires were designed with regards to the four main constructs identified in the study. The questionnaires were analyzed using the structural equation model. The findings revealed that pre-service mathematics teachers’ attitude has a direct positive effect on pre-service teachers ‘mathematics achievement. Mathematics anxiety has a positive effect and is statistically insignificant on mathematics achievement. Finally, the moderating effect of mathematics interest on the relationship between mathematics attitude and mathematics achievement result was negative and it is statistically insignificant.

Publisher

Modestum Ltd

Link

https://www.pedagogicalresearch.com/download/pre-service-teachers-mathematics-achievement-attitude-and-anxiety-the-moderative-role-of-pre-service-14192.pdf

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