Journal of Pedagogical Sociology and Psychology
Unlocking the nexus: Teacher variables effect on learners’ mathematics achievement via structural equation modeling
Ernest F. Akosah 1 * , Yarhands D. Arthur 2, Benjamin A. Obeng 2
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1 Peki College of Education, Ghana
2 Mathematics Education Department, AAMUSTED, Ghana
* Corresponding Author
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Journal of Pedagogical Sociology and Psychology, 2024 - Volume 6 Issue 3, pp. 95-110
https://doi.org/10.33902/jpsp.202429145

Article Type: Research Article

Published Online: 20 Jul 2024

Views: 824 | Downloads: 462

ABSTRACT
This study examines the impact of teacher variables—teacher knowledge, teaching quality, and teaching experience—on learners’ mathematics achievement through the implementation of realistic mathematics education [RME] in Ghanaian junior high schools. Using a cross-sectional descriptive correlational design, data were collected via structured questionnaires administered to a stratified purposive sample of 507 participants. The questionnaires were designed to capture comprehensive data on teacher variables and learners' mathematics achievement. Structural Equation Modeling assessed the hypothesized relationships. Results indicate significant positive effects of teacher knowledge, teaching quality, and teaching experience on mathematics achievement. The implementation of RME enhanced both learners' mathematics achievement and teachers' self-efficacy in mathematics. Teachers’ self-efficacy mediated the relationship between RME implementation and mathematics achievement, as well as between teacher knowledge and mathematics achievement. These findings underscore the importance of teacher variables in improving mathematics achievement through RME, advocating for targeted professional development and curriculum design.     
KEYWORDS
realistic mathematics education teacher knowledge teaching quality teaching experience mathematics achievement teacher self-efficacy structural equation modeling
In-text citation: (Akosah et al., 2024)
Reference: Akosah, E. F., Arthur, Y. D., & Obeng, B. A. (2024). Unlocking the nexus: Teacher variables effect on learners’ mathematics achievement via structural equation modeling. Journal of Pedagogical Sociology and Psychology, 6(3), 95-110. https://doi.org/10.33902/jpsp.202429145
In-text citation: (1), (2), (3), etc.
Reference: Akosah EF, Arthur YD, Obeng BA. Unlocking the nexus: Teacher variables effect on learners’ mathematics achievement via structural equation modeling. Journal of Pedagogical Sociology and Psychology. 2024;6(3), 95-110. https://doi.org/10.33902/jpsp.202429145
In-text citation: (1), (2), (3), etc.
Reference: Akosah EF, Arthur YD, Obeng BA. Unlocking the nexus: Teacher variables effect on learners’ mathematics achievement via structural equation modeling. Journal of Pedagogical Sociology and Psychology. 2024;6(3):95-110. https://doi.org/10.33902/jpsp.202429145
In-text citation: (Akosah et al., 2024)
Reference: Akosah, Ernest F., Yarhands D. Arthur, and Benjamin A. Obeng. "Unlocking the nexus: Teacher variables effect on learners’ mathematics achievement via structural equation modeling". Journal of Pedagogical Sociology and Psychology 2024 6 no. 3 (2024): 95-110. https://doi.org/10.33902/jpsp.202429145
In-text citation: (Akosah et al., 2024)
Reference: Akosah, E. F., Arthur, Y. D., and Obeng, B. A. (2024). Unlocking the nexus: Teacher variables effect on learners’ mathematics achievement via structural equation modeling. Journal of Pedagogical Sociology and Psychology, 6(3), pp. 95-110. https://doi.org/10.33902/jpsp.202429145
In-text citation: (Akosah et al., 2024)
Reference: Akosah, Ernest F. et al. "Unlocking the nexus: Teacher variables effect on learners’ mathematics achievement via structural equation modeling". Journal of Pedagogical Sociology and Psychology, vol. 6, no. 3, 2024, pp. 95-110. https://doi.org/10.33902/jpsp.202429145
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