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
More Detail
1 Peki College of Education, Ghana
2 Mathematics Education Department, AAMUSTED, Ghana
* Corresponding Author
Open Access Full Text (PDF)
ARTICLE INFO

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: 681 | Downloads: 370

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
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
REFERENCES
  • Abreh, M. K., Owusu, K. A., & Amedahe, F., K. (2018). Trends in performance of WASSCE candidates in the Science and Mathematics in Ghana: Perceived contributing factors and the way forward. Journal of Education, 198(1), 113-123. https://doi.org/10.1177/0022057418800950
  • Akiba, M., LeTendre, G. K., & Scribner, J. P. (2017). Teacher Quality, Opportunity Gap, and National Achievement in 46 Countries. Teaching and Teacher Education, 68, 7-14.
  • Akkus, M. (2016). The common core state standards for mathematics. International Journal of Research in Education and Science, 2(1), 49–54. https://doi.org/10.21890/ijres.61754
  • Ansah, J. K., Quansah, F., & Nugba, R. M. (2020). Mathematics Achievement in Crisis”: Modelling the Influence of Teacher Knowledge and Experience in Senior High Schools in Ghana. Open Education Studies, 2, 265-276. https://doi.org/10.1515/edu-2020-0129
  • Arthur, Y. D., Asiedu-Addo, S., & Assuah, C. (2017). Students’ perception and its impact on Ghanaian students’ interest in mathematics: Multivariate statistical analytical approach. Asian Research Journal of Mathematics, 4(2), 1-12. https://doi.org/10.9734/arjom/2017/33023
  • 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
  • Bamfo, B. A., Dogbe, C. S. K., & Mingle, H. (2018). Abusive customer behaviour and frontline employee turnover intentions in the banking industry: The mediating role of employee satisfaction. Cogent Business & Management, 5(1), 1522753. https://doi.org/10.1080/23311975.2018.1522753
  • Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215. https://doi.org/10.1037/0033-295x.84.2.191
  • Baumert, J., Kunter, M., Blum, W., Brunner, M., Voss, T., Jordan, A.& Tsai, Y.-M. (2010). Teachers’ mathematical knowledge, cognitive activation in the classroom, and student progress. American Educational Research Journal, 47(1), 133-180. https://doi.org/10.3102/0002831209345157
  • Bryman, A. (2016). Social research methods. Oxford University Press.
  • Chand, S., Abdullah, M. N. L. Y., & Maulod, A. (2021). The impact of teacher self-efficacy on students' academic performance: A systematic review. Educational Research Review, 34, 100397. https://doi.org/10.1016/j.edurev.2021.100397
  • Coe, R., Aloisi, C., Higgins, S., & Major, L. E. (2014). What makes great teaching? Review of the underpinning research. Project Report. Sutton Trust. Retrieved from https://www.suttontrust.com
  • Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education. Routledge.
  • Creswell, J. W. (2014). Research design: qualitative, quantitative, and mixed methods approaches. Sage.
  • Darling-Hammond, L. (2000). Teacher quality and student achievement: A review of state policy evidence. Education Policy Analysis Archives, 8, 1. https://doi.org/10.14507/epaa.v8n1.2000
  • Fauth, B., Decristan, J., Decker, A. T., Buettner, G., Hardy, I., Klieme, E., & Kunter, M. (2019). The effects of teacher competence on student outcomes in elementary science education: The mediating role of teaching quality. Teaching and Teacher Education, 86, 102882. https://doi.org/10.1016/j.tate.2019.102882
  • Fornell, C., & Larcker, D. F. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research, 18(1), 39-50. https://doi.org/10.1177/002224378101800104
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2019). How to design and evaluate research in education. McGraw-Hill Education.
  • Ghana Education Service [GES]. (2023). Professional development for teachers in Ghana. Ministry of Education.
  • Goe, L., Bell, C., & Little, O. (2022). Approaches to evaluating teacher effectiveness: A research synthesis. Educational Evaluation and Policy Analysis, 34(4), 342-353. https://doi:10.3102/0162373712455923
  • Gravemeijer, K. (1994). Developing realistic mathematics education. Freudenthal Institute.
  • Gravemeijer, K., & Cobb, P. (2017). Design research from the learning design perspective. In J. Akker, K. Gravemeijer, S. McKenney, & N. Nieveen (Eds.), Educational design research (pp. 45-85). Routledge.
  • Guo, J., & Leung, F. K. S. (2021). Exploring the effects of teacher professional development on student achievement in mathematics: A multilevel analysis. Teaching and Teacher Education, 102, 103335. https://doi.org/10.1016/j.tate.2021.103335
  • Hair, J. F., Anderson, R. E., Babin, B. J., & Black, W. C. (2010). Multivariate data analysis: A global perspective. Pearson Education. https://doi.org/10.13140/RG.2.2.16621.26084/2
  • Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.
  • Hill, H. C., Rowan, B., & Ball, D. L. (2005). Effects of teachers' mathematical knowledge for teaching on student achievement. American Educational Research Journal, 42(2), 371-406. https://doi.org/10.3102/00028312042002371
  • Hossain, M. A., & Rezal, M. S. (2018). Teacher professional development and student achievement in secondary education: Evidence from Bangladesh. International Journal of Educational Development, 60, 1-10. https://doi.org/10.1016/j.ijedudev.2017.10.001
  • Japelj Pavesic, B., Korsnakova, P., & Meinck, S. (2022). Dinaric perspectives on TIMSS 2019: Teaching and learning mathematics and science in South-Eastern Europe. Springer. https://doi.org/10.1007/978-3-030-85802-5
  • Kini, T., & Podolsky, A. (2016). Does teaching experience increase teacher effectiveness? A review of the research. Learning Policy Institute.
  • Kraft, M. A., & Papay, J. P. (2014). Can professional environments in schools promote teacher development? Explaining heterogeneity in returns to teaching experience. Educational Evaluation and Policy Analysis, 36(4), 476-500. https://doi.org/10.3102/0162373713519496
  • Lazarides, R., & Buchholz, J. (2019). Student-perceived teaching quality: How is it related to different achievement emotions in mathematics classrooms? Learning and Instruction, 61, 45-59. https://doi.org/10.1016/j.learninstruc.2019.01.001
  • Leon, J., Medina-Garrido, E., & Núñez, J. L. (2017). Teaching quality in math class: The development of a scale and the analysis of its relationship with engagement and achievement. Frontiers in psychology, 8, 895. https://doi.org/10.3389/fpsyg.2017.00895
  • National Council of Teachers of Mathematics [NCTM]. (2018). Catalyzing change in high school mathematics: initiating critical conversations. Author.
  • OECD. (2015). The abc of gender equality in education: aptitude, behaviour, confidence. Author. https://doi.org/10.1787/9789264229945-en
  • OECD. (2018). PISA 2018 results (volume I): What students know and can do. Author.
  • Olawale, B. E., Mncube, V. S., & Harber, C. (2021). Critical social pedagogy in mathematics teacher education. International Journal of Higher Education, 10(6), 93. https://doi.org/10.5430/ijhe.v10n6p93
  • Onyishi, C. N., & Sefotho, M. M. (2020). Teacher efficacy and its impact on student academic achievement: A meta-analysis. International Journal of Educational Research, 99, 101505. https://doi.org/10.1016/j.ijer.2020.101505
  • Papay, J. P., & Kraft, M. A. (2015). Productivity returns to experience in the teacher labor market: methodological challenges and new evidence on long-term career improvement. Journal of Public Economics, 130, 105-119. https://doi.org/10.1016/j.jpubeco.2015.02.008
  • Pomegbe, W. W. K., Li, W., Dogbe, C. S. K., & Otoo, C. O. A. (2020). Enhancing the innovation performance of Small and Medium-Sized Enterprises through network embeddedness. Journal of Competitiveness, 12(3), 156–171. https://doi.org/10.7441/joc.2020.03.09
  • Praetorius, A. K., Lenske, G., & Helmke, A. (2018). Observing classroom management in large-scale studies: Do different coding systems measure the same? Learning and Instruction, 28, 1-14. https://doi.org/10.1016/j.learninstruc.2013.05.003
  • Quansah, F., & Ankoma-Sey, V. R. (2020). Evaluation of pre-service education programme in terms of educational assessment. The International Journal of Research in Teacher Education, 11(1), 56-69.
  • Rice, J. K. (2010). The impact of teacher experience: Examining the evidence and policy implications. Education Finance and Policy, 5(3), 214-237.
  • Rivkin, S. G., Hanushek, E. A., & Kain, J. F. (2005). Teachers, schools, and academic achievement. Econometrica, 73(2), 417-458. https://doi.org/10.1016/j.econedurev.2005.06.001
  • Rockoff, J. E. (2004). The impact of individual teachers on student achievement: evidence from panel data. American Economic Review, 94(2), 247-252. https://doi.org/10.1257/0002828041302244
  • Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14. https://doi.org/10.2307/1175860
  • Shulman, L. S. (2015). PCK: Its genesis and exodus. In J. H. van Driel & A. K. Berry (Eds.), The Sage handbook of research on teacher education (pp. 3-22). Sage.
  • Stronge, J. H., Ward, T. J., Tucker, P. D., & Hindman, J. L. (2011). What is the relationship between teacher quality and student achievement? An exploratory study. Journal of Personnel Evaluation in Education, 20(3), 165–184. https://doi.org/10.1007/s11092-008-9053-z
  • Telese, J. A. (2012). Middle school mathematics teachers’ professional development and student achievement. Journal of Educational Research, 105(2), 102-111. https://doi.org/10.1080/00220671.2010.521209
  • TIMSS. (2019). TIMSS 2019 international results in mathematics and science. TIMSS & PIRLS International Study Center.
  • Treffers, A. (1987). Three dimensions. A model of goal and theory description in mathematics instruction—The Wiskobas Project. Reidel Publishing Company. https://doi.org/10.1007/978-94-009-3707-9
  • Tschannen-Moran, M., & Woolfolk Hoy, A. (2017). The differential antecedents of self-efficacy beliefs of novice and experienced teachers. Teaching and Teacher Education, 23(6), 944-956. https://doi.org/10.1016/j.tate.2006.05.003
  • Van den Heuvel-Panhuizen, M. (2003). The didactical use of models in realistic mathematics education. Educational Studies in Mathematics, 54(1), 9-35. https://doi.org/10.1023/B:EDUC.0000005212.03219.dc
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.