Enhancing Performance in Mathematics Through Motivation, Peer Assisted Learning, And Teaching Quality: The Mediating Role of Student Interest

Enhancing Performance in Mathematics Through Motivation, Peer Assisted Learning, And Teaching Quality: The Mediating Role of Student Interest Arthur Dogbe Asiedu-Addo

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Enhancing Performance in Mathematics Through Motivation, Peer Assisted Learning, And Teaching Quality: The Mediating Role of Student Interest 2022 Eurasia Journal of Mathematics, Science and Technology Education 10.29333/ejmste/11509 arthur2022-enhancing-performance-in-mathemati arthur2022-enhancing-performance-in-mathemati.txt, the project's staged copy 943b0086a7f48a88b5ab58ce4873a8d939958df8 open-access education

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0 spans located by searching the stored text for the quote's exact words, allowing any whitespace between them mechanism Quotation withheld because this record is not cleared for redistribution. self-reported mathematics performance in undergraduates Quotation withheld because this record is not cleared for redistribution. observational-study observational-study Quotation withheld because this record is not cleared for redistribution. mechanisms Peer assisted learning does not reach performance directly; it first raises students' interest in mathematics, and that interest is what raises performance Quotation withheld because this record is not cleared for redistribution. mechanisms Interest is a necessary link in the chain: peer learning that fails to build interest produces no performance gain at all Quotation withheld because this record is not cleared for redistribution. The study analysed only the higher-order constructs of teaching quality and learning interest, not their first-order sub-dimensions, which might have yielded different results. what this limits: the level at which the finding holds: THIS STUDY HOWEVER FOCUSED ON THE HIGHER-ORDER VARIABLES (TEACHING QUALITY AND LEARNING INTEREST), WITHOUT SPECIFIC ATTENTION ON THE FIRST-ORDER VARIABLES Quotation withheld because this record is not cleared for redistribution. Attending to the first-order variables is left to future research. what this limits: the treatment of the first-order variables: FOCUSING SPECIFIC ATTENTION ON THE FIRST-ORDER VARIABLES MAY HAVE PROVIDED [a] DIFFERENT PERSPECTIVE TO THE RESULTS ATTAINED Quotation withheld because this record is not cleared for redistribution. Measurement items were deleted by a stipulated loading threshold, so the constructs analysed are not the constructs as originally specified. what this limits: the constructs in this model as the ones the instrument was designed to measure: items loading below 0.5 were deleted during the confirmatory factor analysis Quotation withheld because this record is not cleared for redistribution. Only the higher-order variables were analysed; the authors state the first-order dimensions were not examined and might have given a different picture. what this limits: conclusions about teaching quality or learning interest as such: only the higher-order variables were analysed, and the authors state the first-order dimensions might have given a different perspective Quotation withheld because this record is not cleared for redistribution. The sample is non-random and drawn from a single campus, while the framing concerns mathematics performance across the region. what this limits: generalising these results beyond the studied group: the 373 first-year undergraduates were selected by purposive and convenience sampling on one campus Quotation withheld because this record is not cleared for redistribution. THREE OF THE FIVE CONSTRUCTS FALL BELOW THE CONVENTIONAL 0.7 RELIABILITY THRESHOLD and the paper reports the figures without comment: motivation 0.655, mathematics learning 0.597, interest 0.667, against teaching quality 0.701 and performance 0.704. The two mediation results the paper turns on rest on the interest scale at 0.667. Quotation withheld because this record is not cleared for redistribution. Seven measurement items were deleted after the fact for loading below 0.5 - two each from motivation and peer assisted learning, three from teaching quality - so the constructs analysed are not the constructs the instrument was designed to measure, and the deletion is reported per construct rather than justified. Quotation withheld because this record is not cleared for redistribution. the Fornell and Larcker thresholds applied - average variance extracted at least 0.5 and composite reliability at least 0.7 - before the constructs are used eliminates: constructs that do not measure a single thing, or measure it unreliably, being carried into the structural model as if they did · outcome (stated by the tagger, no quotation): held Quotation withheld because this record is not cleared for redistribution. teaching quality teaching quality Quotation withheld because this record is not cleared for redistribution. confirmatory factor analysis confirmatory factor analysis Quotation withheld because this record is not cleared for redistribution. performance in mathematics performance in mathematics Quotation withheld because this record is not cleared for redistribution. mathematics learning interest mathematics learning interest Quotation withheld because this record is not cleared for redistribution. peer assisted learning peer assisted learning Quotation withheld because this record is not cleared for redistribution. mathematics learning motivation mathematics learning motivation Quotation withheld because this record is not cleared for redistribution. teaching quality - AS ANALYSED HERE: a single higher-order variable, with its first-order dimensions deliberately not examined Quotation withheld because this record is not cleared for redistribution. performance in mathematics - as a latent variable measured by questionnaire items, whose number is decided after the fact by the factor loadings Quotation withheld because this record is not cleared for redistribution. mediation - used here in two senses that the paper distinguishes by result: PARTIAL, where the direct path survives (motivation, teaching quality), and FULL, where it does not (peer assisted learning) Quotation withheld because this record is not cleared for redistribution. contradicts → prior peer-tutoring findings that peer assisted learning directly determines mathematics performance (Thurston et al., 2020; Rockinson-Szapkiw & Wendt, 2020; Alegre et al., 2019) Quotation withheld because this record is not cleared for redistribution. peer assisted learning —causes→ mathematics learning interest peer assisted learning mathematics learning interest strength of the relation: 0.9 · note: FULL MEDIATION, which is a claim that a DIRECT path is absent: peer assisted learning reaches performance only through interest. The paper's contribution is the removal of an edge other studies drew, not the addition of one. Audit 2026-09-28: DOUBTFUL - read against its full span and kept, but interest 'fully mediated' the relation of peer assisted learning to performance; causes on the first leg is loose. Quotation withheld because this record is not cleared for redistribution. mathematics learning motivation —causes→ performance in mathematics mathematics learning motivation performance in mathematics differs in: PARTIAL AGAINST FULL MEDIATION - motivation keeps a direct path to performance alongside the one through interest, where peer assisted learning keeps none. Same mediator, same outcome, and the difference is whether the direct effect survives · strength of the relation: 0.8 Quotation withheld because this record is not cleared for redistribution. mathematics learning interest —causes→ performance in mathematics mathematics learning interest performance in mathematics strength of the relation: 0.8 Quotation withheld because this record is not cleared for redistribution. confirmatory factor analysis confirmatory factor analysis Quotation withheld because this record is not cleared for redistribution. structural equation modeling structural equation modeling Quotation withheld because this record is not cleared for redistribution. Cronbach's alpha Cronbach's alpha Quotation withheld because this record is not cleared for redistribution. bootstrap bootstrap Quotation withheld because this record is not cleared for redistribution. average variance extracted average variance extracted Quotation withheld because this record is not cleared for redistribution. correlation correlation Quotation withheld because this record is not cleared for redistribution. mean mean Quotation withheld because this record is not cleared for redistribution. confidence interval confidence interval Quotation withheld because this record is not cleared for redistribution. descriptive and inferential statistics descriptive and inferential statistics Quotation withheld because this record is not cleared for redistribution. Mathematics learning motivation had a direct positive effect on performance in mathematics, supporting H1. Quotation withheld because this record is not cleared for redistribution. Peer assisted mathematics learning had no statistically significant direct effect on performance in mathematics, so H2 was rejected. Quotation withheld because this record is not cleared for redistribution. Mathematics teaching quality had a direct positive effect on students' performance in mathematics. Quotation withheld because this record is not cleared for redistribution. Because peer assisted learning had no direct effect, student interest in mathematics fully mediated the peer-learning-to-performance relationship. Quotation withheld because this record is not cleared for redistribution. Student interest only partially mediated the motivation-to-performance relationship, because motivation also acted directly on performance. Quotation withheld because this record is not cleared for redistribution. Motivation had a significant positive effect on students' interest in mathematics (β = 1.574). Quotation withheld because this record is not cleared for redistribution. Students' interest in mathematics itself had a significant positive effect on their performance in mathematics. Quotation withheld because this record is not cleared for redistribution. intrinsic motivation intrinsic motivation Quotation withheld because this record is not cleared for redistribution. extrinsic motivation extrinsic motivation Quotation withheld because this record is not cleared for redistribution. peer assisted learning peer assisted learning Quotation withheld because this record is not cleared for redistribution. convergent validity convergent validity Quotation withheld because this record is not cleared for redistribution. discriminant validity discriminant validity Quotation withheld because this record is not cleared for redistribution. cognitive activation cognitive activation Quotation withheld because this record is not cleared for redistribution. classroom management classroom management Quotation withheld because this record is not cleared for redistribution. p-close p-close Quotation withheld because this record is not cleared for redistribution. Mathematics learning motivation (MOTI) Mathematics learning motivation (MOTI) Quotation withheld because this record is not cleared for redistribution. Peer assisted mathematics learning (PEER) Peer assisted mathematics learning (PEER) Quotation withheld because this record is not cleared for redistribution. Mathematics teaching quality (QUAL) Mathematics teaching quality (QUAL) Quotation withheld because this record is not cleared for redistribution. Performance in mathematics (ACHIEV) Performance in mathematics (ACHIEV) Quotation withheld because this record is not cleared for redistribution. Student interest in mathematics Student interest in mathematics Quotation withheld because this record is not cleared for redistribution. β = 0.937; C. R. = 5.534 — Path coefficient and critical ratio for the direct effect of mathematics learning motivation on performance in mathematics Quotation withheld because this record is not cleared for redistribution. β = 1.574; C. R. = 9.106 — Path coefficient and critical ratio for the effect of mathematics learning motivation on students' interest in mathematics, the study's largest coefficient Quotation withheld because this record is not cleared for redistribution. β = 0.618; C. R. = 9.968 — Path coefficient and critical ratio for the effect of interest in mathematics on performance in mathematics Quotation withheld because this record is not cleared for redistribution. 0.973 — Coefficient of the indirect (mediated) effect of motivation on performance via interest Quotation withheld because this record is not cleared for redistribution. 0.143 — Coefficient of the indirect effect of peer assisted learning on performance via interest Quotation withheld because this record is not cleared for redistribution. 373 — Number of usable questionnaires retained out of an ideal sample of 375 Quotation withheld because this record is not cleared for redistribution. 0.951 — Cronbach's alpha for the students' interest in mathematics scale, the highest of the five constructs Quotation withheld because this record is not cleared for redistribution. 5,000 — Number of bootstrap samples drawn for the bias-corrected percentile mediation test Quotation withheld because this record is not cleared for redistribution. 4.427 — Highest construct mean on the 5-point Likert scale, for mathematics learning motivation Quotation withheld because this record is not cleared for redistribution.

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