Mediation and moderation effects of motivation and teaching quality on the relationship between peer tutoring and mathematics achievement

Abstract

<b>Purpose:</b> This study explored the mediation and moderation effects of motivation (M) and teaching quality (TQ) on the relationship between peer tutoring (PT) and mathematics achievement (MA).<br /> <b>Design/methodology/approach</b>: The study adopted a descriptive survey, which comprised of 350 samples of students in Kumasi Senior High Technical School and Kumasi Academy Senior High School. Preliminary analyses, including confirmatory factor analysis, convergent validity, discriminant validity, and internal consistency (Cronbach’s alpha) were estimated before the main model estimation. To test the various hypotheses, Amos (v.23) was used to do structural equation modelling.<br /> <b>Findings:</b> The study concluded that PT partially mediate MA through M. TQ showed moderating effect on relationship between PT and MA. PT however, had significant positive effects on M.<br /> <b>Research limitations/implications</b>: The researcher only looked at the mediation and moderation effects of M and TQ of the relationship between PT and MA in senior high schools. The study also relied on descriptive survey data, which may not be suitable for causal analysis. Future research should, however, consider longitudinal data.<br /> <b>Practical implication</b>: The study informed teachers teaching mathematics and in other different programs to be equipped with knowledge of how students perceive mathematics so as to select the appropriate teaching approach to influence their interest and belief in the study of mathematics.<br /> <b>&nbsp;Originality/value:</b> There are studies by some researchers combining these variables under study with other factors to influence students’ achievement however, little attention was on the effect on PT on M.