Journal of Pedagogical Sociology and Psychology
Investigating the impact of classroom management, teacher quality, and mathematics interest on mathematics achievement
Bright Asare 1 * , Natalie B. Welcome 2, Yarhands D. Arthur 1
More Detail
1 Akenten Appiah-Menka University of Skills Training and Entrepreneurial Development (AAMUSTED), Kumas, Ghana
2 Arizona State University, Tempe, United States
* Corresponding Author
Open Access Full Text (PDF)
ARTICLE INFO

Journal of Pedagogical Sociology and Psychology, 2024 - Volume 6 Issue 2, pp. 30-46
https://doi.org/10.33902/jpsp.202426232

Article Type: Research Article

Published Online: 20 Mar 2024

Views: 1657 | Downloads: 1287

ABSTRACT
This study examines the impact classroom management, quality of teachers, and student’s mathematics interest on their mathematics achievement in a few senior high schools in Ghana.  The respondents’ information was gathered using well-structured questionnaires. Three senior high schools were chosen, and 300 final-year students were chosen using convenience sampling, stratified sampling, and simple random sampling techniques. Three days prior to the letter’s sending, permission was obtained. The teacher on duty at the time of the data collection gave authorization for data to be collected during class hours. Using Amos and SPSS software, the study used structural equation modeling to evaluate the various correlations among the variables based on the 285 complete questionnaires. The findings of the study revealed that, effective classroom management and student enthusiasm in mathematics positively influenced math achievement. Also, math achievement was negatively impacted by teacher quality, but this effect was statistically significant. In order to raise students’ math achievement, teachers must use effective teaching and learning strategies to gain students’ attention in mathematics teaching and learning. Moreover, mathematics teachers must consider individual differences when teaching.     
KEYWORDS
Classroom Management; Teacher Quality; Mathematics Interest; Mathematics Achievement; Convenience Sample; Stratified Sample; Simple Random Sampling; SEM; Questionnaire;
In-text citation: (Asare et al., 2024)
Reference: Asare, B., Welcome, N. B., & Arthur, Y. D. (2024). Investigating the impact of classroom management, teacher quality, and mathematics interest on mathematics achievement. Journal of Pedagogical Sociology and Psychology, 6(2), 30-46. https://doi.org/10.33902/jpsp.202426232
In-text citation: (1), (2), (3), etc.
Reference: Asare B, Welcome NB, Arthur YD. Investigating the impact of classroom management, teacher quality, and mathematics interest on mathematics achievement. Journal of Pedagogical Sociology and Psychology. 2024;6(2), 30-46. https://doi.org/10.33902/jpsp.202426232
In-text citation: (1), (2), (3), etc.
Reference: Asare B, Welcome NB, Arthur YD. Investigating the impact of classroom management, teacher quality, and mathematics interest on mathematics achievement. Journal of Pedagogical Sociology and Psychology. 2024;6(2):30-46. https://doi.org/10.33902/jpsp.202426232
In-text citation: (Asare et al., 2024)
Reference: Asare, Bright, Natalie B. Welcome, and Yarhands D. Arthur. "Investigating the impact of classroom management, teacher quality, and mathematics interest on mathematics achievement". Journal of Pedagogical Sociology and Psychology 2024 6 no. 2 (2024): 30-46. https://doi.org/10.33902/jpsp.202426232
In-text citation: (Asare et al., 2024)
Reference: Asare, B., Welcome, N. B., and Arthur, Y. D. (2024). Investigating the impact of classroom management, teacher quality, and mathematics interest on mathematics achievement. Journal of Pedagogical Sociology and Psychology, 6(2), pp. 30-46. https://doi.org/10.33902/jpsp.202426232
In-text citation: (Asare et al., 2024)
Reference: Asare, Bright et al. "Investigating the impact of classroom management, teacher quality, and mathematics interest on mathematics achievement". Journal of Pedagogical Sociology and Psychology, vol. 6, no. 2, 2024, pp. 30-46. https://doi.org/10.33902/jpsp.202426232
REFERENCES
  • Adedigba Olabisi, S. R. F. (2020). International journal of educational methodology influence of teachers ’ classroom management style on pupils ’ motivation for learning and academic achievement in kwara state. International Journal of Educational Methodology, 6(2), 471–480. https://doi.org/10.12973/ijem.6.2.471
  • Adeniyi, C. O., Ogundele, L. O., & Odetola, C. A. (2014). Teacher quality factors as determinant of students ’ achievement in mathematics. Journal of Education and Practice, 5(37), 1–6.
  • Ambusaidi, I., & Yang, Y. (2019). The impact of mathematics teacher quality on student achievement in oman and taiwan. International Journal of Education and Learning, 1(2), 50–62. https://doi.org/10.31763/ijele.v1i2.39
  • Arhin, D., & Gideon, E. (2020). Relationship between students’ interest and academic performance in mathematics : A study of Agogo State College. Global Scientific Journals, 8(6), 389–396.
  • Arthur, Y., Asiedu-Addo, S., & Assuah, C. (2017). Effect of instructor quality and availability on ghanaian students’ interest in mathematics using regression and principal component analysis. Advances in Research, 11(5), 1–11. https://doi.org/10.9734/air/2017/34570
  • Arthur, Y. D., Appiah, S. K., Amo-Asante, K., & Asare, B. (2022). Modeling student’s interest in mathematics: Role of history of mathematics, peer-assisted learning, and student’s perception. Eurasia Journal of Mathematics, Science and Technology Education, 18(10), em2168. https://doi.org/10.29333/ejmste/12458
  • Asare, B., Arthur, Y. D., & Boateng, F. O. (2023). Exploring the impact of chatgpt on mathematics performance : The influential role of student interest. Education Science and Management, 1(3), 158–168. https://doi.org/10.56578/esm010304
  • Barksdale, C., Peters, M. L., & Corrales, A. (2021). Middle school students’ perceptions of classroom climate and its relationship to achievement. Educational Studies, 47(1), 84–107. https://doi.org/10.1080/03055698.2019.1664411
  • Boadu, S. K., Arthur, Y. D., & Bonyah, E. (2023). Mediation and moderation effects of motivation and teaching quality on the relationship between peer tutoring and mathematics achievement. Journal of Mathematics and Science Teacher, 3(2), em039. https://doi.org/10.29333/mathsciteacher/13166
  • Burić, I., & Kim, L. E. (2020). Teacher self-efficacy, instructional quality, and student motivational beliefs: An analysis using multilevel structural equation modeling. Learning and Instruction, 66(December 2019), 101302. https://doi.org/10.1016/j.learninstruc.2019.101302
  • Callaman, R. A., & Itaas, E. C. (2020). Students’ mathematics achievement in Mindanao context: A meta-analysis. Journal of Research and Advances in Mathematics Education, 5(2), 148–159. https://doi.org/10.23917/jramathedu.v5i2.10282
  • Chand, S., Chaudhary, K., Prasad, A., & Chand, V. (2021). Perceived causes of students’ poor performance in mathematics: A Case Study at Ba and Tavua Secondary Schools. Frontiers in Applied Mathematics and Statistics, 7, 1–13. https://doi.org/10.3389/fams.2021.614408
  • Dijk, W. Van, Gage, N. A., & Boy, N. G. (2019). The relation between classroom management and mathematics achievement : A multilevel structural equation model. Psychology in the Schools, 56(7), 1173–1186. https://doi.org/10.1002/pits.22254
  • Dimosthenous, A., Kyriakides, L., & Panayiotou, A. (2020). Short- and long-term effects of the home learning environment and teachers on student achievement in mathematics: a longitudinal study. School Effectiveness and School Improvement, 31(1), 50–79. https://doi.org/10.1080/09243453.2019.1642212
  • Do, A. D., Pham, N. T., Bui, H. P., Vu, D. T., Nguyen, T. K., & Nguyen, T. H. (2020). Impact of motivational factors on the work results of lecturers at Vietnam National University, Hanoi. Journal of Asian Finance, Economics and Business, 7(8), 425–433. https://doi.org/10.13106/JAFEB.2020.VOL7.NO8.425
  • Dogbe, C. S. K., Tian, H. Y., Pomegbe, W. W. K., Sarsah, S. A. T. O., & Otoo, C. O. A. (2020). Market orientation and new product superiority among small and medium-sized enterprises (smes): The moderating role of innovation capability. International Journal of Innovation Management, 24(5), 2050043. https://doi.org/10.1142/S1363919620500437
  • Doño, M. J. A., & Mangila, B. B. (2021). Mathematics teacher’s engagement and students’ motivation to learn mathematics. Infinity Journal, 10(2), 285-300. https://doi.org/10.22460/infinity.v10i2.p285-300
  • Doo, M. Y., Bonk, C., & Heo, H. (2021). A meta-analysis of scaffolding effects in online learning in higher education a meta-analysis of scaffolding effects in online learning in higher education. International Review of Research in Open and Distributed Learnin, 21(3), 22. https://doi.org/10.19173/irrodl.v21i3.4638
  • Fadda, D., Pellegrini, M., Vivanet, G., & Zandonella Callegher, C. (2022). Effects of digital games on student motivation in mathematics: A meta-analysis in K-12. Journal of Computer Assisted Learning, 38(1), 304–325. https://doi.org/10.1111/jcal.12618
  • Fornell, C., & Larcker, D. F. (2014). SEM with unobservable variables and measurement error. Algebra and Statistics, 47(3), 138-145.
  • Fosu, M., Arthur, Y. D., Boateng, F. O., & Adu-Obeng, B. (2022). Mediation and moderation effect of mathematics interest and teaching quality between self-concept and mathematics achievement. Journal of Mathematics and Science Teacher, 3(1), em024. https://doi.org/10.29333/mathsciteacher/12622
  • Franklin, H., & Harrington, I. (2019). A review into effective classroom management and strategies for student engagement: teacher and student roles in today’s classrooms. Journal of Education and Training Studies, 7(12), 4491. https://doi.org/10.11114/jets.v7i12.4491
  • Guo, M., & Leung, F. K. S. (2021). Achievement goal orientations, learning strategies, and mathematics achievement: A comparison of Chinese Miao and Han students. Psychology in the Schools, 58(1), 107–123. https://doi.org/10.1002/pits.22424
  • Hepburn, L., Beamish, W., & Alston-knox, C. L. (2020). Teachers : Results from a queensland survey. The Australian Educational Researcher, 48(3), 485–505. https://doi.org/10.1007/s13384-020-00402-y
  • Hossain, A., & Rezal, M. (2018). Integration of structured cooperative learning in mathematics classrooms. International Journal of Psychology and Educational Studies, 5(1), 23–29. https://doi.org/10.17220/ijpes.2018.01.004
  • Irfan, M., Kusumaningrum, B., Yulia, Y., & Widodo, S. A. (2020). Challenges during the pandemic: use of e-learning in mathematics learning in higher education. Infinity Journal, 9(2), 147. https://doi.org/10.22460/infinity.v9i2.p147-158
  • Jawad, L. F., Majeed, B. H., & Alrikabi, H. T. S. (2021). The impact of teaching by using stem approach in the development of creative thinking and mathematical achievement among the students of the fourth scientific class. International Journal of Interactive Mobile Technologies, 15(13), 172–188. https://doi.org/10.3991/ijim.v15i13.24185
  • Karlina, T., Saltifa, P., & Sari, R. K. (2021). The correlation between learning interest and mathematics achievement in grade VII SMP PGRI Bengkulu. Journal of Physics: Conference Series, 1731(1), 012051. https://doi.org/10.1088/1742-6596/1731/1/012051
  • Kimberlin, C. L., & Winterstein, A. G. (2008). Validity and reliability of measurement instruments used in research. American Journal of Health-System Pharmacy, 65(23), 2276–2284. https://doi.org/10.2146/AJHP070364
  • Kline, R. B. (2018). Response to Leslie Hayduk’s review of principles and practice of structural equation modeling,1 4th edition. Canadian Studies in Population, 45(3–4), 188–195. https://doi.org/10.25336/csp29418
  • Kowalski, M. J., & Mark, J. (2020). Systems and their children ’ s motivational and emotional responses. Social Psychology of Education: An International Journal, 23(2), 433–448.
  • Lai, C. P., Zhang, W., & Chang, Y. L. (2020). Differentiated instruction enhances sixth-grade students’ mathematics self-efficacy, learning motives, and problem-solving skills. Social Behavior and Personality, 48(6), 9094. https://doi.org/10.2224/sbp.9094
  • Lissett Olaya, M., & González González, G. M. E. (2020). Cooperative learning to foster reading skills. Institución Universitaria Colombo Americana, 21(21), 119–139.
  • Ndijuye, L. G. (2023). School readiness and pre-primary learning experiences of children of refugee backgrounds in Tanzania: the mediating role of family socio-economic status. European Early Childhood Education Research Journal, 31(3), 454–469. https://doi.org/10.1080/1350293X.2022.2108098
  • Nisar, M., Amin Khan, I., & Khan, F. (2019). Relationship between classroom management and students academic achievement. Pakistan Journal of Distance & Online Learning, I, 209–220.
  • Onyishi, C. N., & Sefotho, M. M. (2020). Teachers’ perspectives on the use of differentiated instruction in inclusive classrooms: Implication for teacher education. International Journal of Higher Education, 9(6), 136–150. https://doi.org/10.5430/ijhe.v9n6p136
  • Owusu, R., Awuni, D. A., Arthur, Y. D., & Gordon, J. F. (2022). Roles of classroom management and mastery-oriented instructions on relationship between pedagogical content knowledge and mathematics achievement. Contemporary Mathematics and Science Education, 3(2), ep22016. https://doi.org/10.30935/conmaths/12340
  • Ozkal, N. (2019). Relationships between self-efficacy beliefs, engagement and academic performance in math lessons. Cypriot Journal of Educational Sciences, 14(2), 190–200. https://doi.org/10.18844/cjes.v14i2.3766
  • Pan, S. C., & Franklin, T. (2011). In-service teachers’ self-efficacy, professional development, and web 2.0 tools for integration. New Horizons in Education, 59(3), 28–40.
  • Rayner, G., & Papakonstantinou, T. (2018). The use of peer-assisted learning to enhance foundation biology students’ understanding of evolution. International Journal of Innovation in Science and Mathematics Education, 26(3), 65–77.
  • Roemer, E., Schuberth, F., & Henseler, J. (2021). HTMT2–an improved criterion for assessing discriminant validity in structural equation modeling. Industrial Management and Data Systems, 121(12), 2637–2650. https://doi.org/10.1108/IMDS-02-2021-0082
  • Santhanalakshmi, P. C., & Naomi, P. G. V. (2021). Impact of peer assisted learning strategy (PALS) for learning enhancement of students at secondary level. Turkish Journal of Computer and Mathematics Education, 12(10), 7333–7336. https://doi.org/10.17762/turcomat.v12i10.5625
  • Shoshani, A. (2021). Growth mindset in the maths classroom: a key to teachers’ well-being and effectiveness. Teachers and Teaching: Theory and Practice, 27(8), 730–752. https://doi.org/10.1080/13540602.2021.2007370
  • Teodorović, J., Milin, V., Bodroža, B., Đerić, I. D., Vujačić, M., Jakšić, I. M., Stanković, D., Cankar, G., Charalambous, C. Y., Damme, J. Van, & Kyriakides, L. (2022). Testing the dynamic model of educational effectiveness: the impact of teacher factors on interest and achievement in mathematics and biology in Serbia. School Effectiveness and School Improvement, 33(1), 51–85. https://doi.org/10.1080/09243453.2021.1942076
  • Tosto, M. G., Asbury, K., Mazzocco, M. M. M., Petrill, S. A., & Kovas, Y. (2016). From classroom environment to mathematics achievement: The mediating role of self-perceived ability and subject interest. Learning and Individual Differences, 50, 260–269. https://doi.org/10.1016/j.lindif.2016.07.009
  • Yamane, I., & Sato, K. (1967). Effect of temperature on the decomposition of organic substances in flooded soil. Soil Science and Plant Nutrition, 13(4), 94–100. https://doi.org/10.1080/00380768.1967.10431981
  • Yeh, C. Y. C., Cheng, H. N. H., Chen, Z. H., Liao, C. C. Y., & Chan, T. W. (2019). Enhancing achievement and interest in mathematics learning through Math-Island. Research and Practice in Technology Enhanced Learning, 14(1), Article 5. https://doi.org/10.1186/s41039-019-0100-9
  • Zhang, D., & Wang, C. (2020). The relationship between mathematics interest and mathematics achievement: mediating roles of self-efficacy and mathematics anxiety. International Journal of Educational Research, 104, 101648. https://doi.org/10.1016/j.ijer.2020.101648
LICENSE
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.