phenomenon · claim-type · cross-domain-transfer · mechanism · claim-relation · replication-status · limitation — grounded in the full text| phenomenon | self-reported mathematics performance in undergraduates— “This study therefore explored the role of motivation, peer assisted learning, quality of teaching and student interest on student performance in mathematics.” | |
| claim-type | mechanism— “It was concluded that students learning interest in mathematics partially mediated the relationships between mathematics learning motivation and performance in mathematics; as well as between mathematics teaching quality and performance in mathematics.” | |
| method — evidence | — “The study design was a survey, with structured questionnaire being used for data collection.” | |
| mechanism | Peer assisted learning does not reach performance directly; it first raises students' interest in mathematics, and that interest is what raises performance— “Peer assisted learning influenced students’ mathematics learning interest, whiles interest further influenced performance in mathematics.” | mechanisms[0] |
| mechanism | Interest is a necessary link in the chain: peer learning that fails to build interest produces no performance gain at all— “That is, peer assisted learning which does not result in building students’ mathematics learning interest, will have no effect on performance in mathematics of students.” | mechanisms[1] |
| 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)— “This relationship is contrary to past findings.” | claim_relations[0] |
| sense | teaching quality - AS ANALYSED HERE: a single higher-order variable, with its first-order dimensions deliberately not examined— “This study however focused on the higher-order variables (teaching quality and learning interest), without specific attention on the firstorder variables.” | senses[0] |
| sense | performance in mathematics - as a latent variable measured by questionnaire items, whose number is decided after the fact by the factor loadings— “Originally, performance in mathematics had four measurement items (observed variables), students’ mathematics interest had seven measurement items” | senses[1] |
| sense | 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)— “This present study in line with this, found that mathematics learning interest fully mediated the relationship between peer assisted learning and performance in mathematics” | senses[2] |
| control | 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 — held — rules out constructs that do not measure a single thing, or measure it unreliably, being carried into the structural model as if they did— “Based on the Fornell and Larcker (1981) criteria, the least of AVE must be 0.5, while that of composite reliability (CR) must also be 0.7, to conclude that convergent validity was achieved among the observed variables.” | controls[0] |
| audit | peer assisted learning —causes→ mathematics learning interest — 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.— “This present study in line with this, found that mathematics learning interest fully mediated the relationship between peer assisted learning and performance in mathematics” | concept_edges[0] |
| note | peer assisted learning —causes→ mathematics learning interest — 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.— “This present study in line with this, found that mathematics learning interest fully mediated the relationship between peer assisted learning and performance in mathematics” | concept_edges[0] |
| weight | peer assisted learning —causes→ mathematics learning interest — 0.9— “This present study in line with this, found that mathematics learning interest fully mediated the relationship between peer assisted learning and performance in mathematics” | concept_edges[0] |
| differs in | mathematics learning motivation —causes→ performance in mathematics — 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— “Findings also revealed that the effect of mathematics learning motivation on performance in mathematics is not only direct, but partially mediated by mathematics learning interest” | concept_edges[1] |
| weight | mathematics learning motivation —causes→ performance in mathematics — 0.8— “Findings also revealed that the effect of mathematics learning motivation on performance in mathematics is not only direct, but partially mediated by mathematics learning interest” | concept_edges[1] |
| weight | mathematics learning interest —causes→ performance in mathematics — 0.8— “Findings also revealed that the effect of mathematics learning motivation on performance in mathematics is not only direct, but partially mediated by mathematics learning interest” | concept_edges[2] |
| outcome (stated by the tagger, no quotation) | control — held | controls[0] |
| for which use | limitation — 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— “This study however focused on the higher-order variables (teaching quality and learning interest), without specific attention on the firstorder variables.” | limitations[0] |
| for which use | limitation — 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— “Focusing specific attention on the firstorder variables may have provided different perspective to the results attained, and this could therefore be the focus of future studies.” | limitations[1] |
| for which use | limitation — 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— “As part of the CFA procedure, observed variables with poor factor loading (less than 0.5), were deleted from further analysis.” | limitations[2] |
| for which use | limitation — 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— “This study however focused on the higher-order variables (teaching quality and learning interest), without specific attention on the firstorder variables. Focusing specific attention on the firstorder variables may have provided different perspective” | limitations[3] |
| for which use | limitation — generalising these results beyond the studied group: the 373 first-year undergraduates were selected by purposive and convenience sampling on one campus— “Purposive and convenient sampling techniques were used in selecting 373 first year undergraduate students of Akenten Appiah-Menka University of Skills Training and Entrepreneurial Development (AAMUSTED), who studied on Kumasi campus.” | limitations[4] |
| replication | contested | |
| limitation | 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.— “This study however focused on the higher-order variables (teaching quality and learning interest), without specific attention on the firstorder variables.” | limitations[0] |
| limitation | Attending to the first-order variables is left to future research.— “Focusing specific attention on the firstorder variables may have provided different perspective to the results attained, and this could therefore be the focus of future studies.” | limitations[1] |
| limitation | Measurement items were deleted by a stipulated loading threshold, so the constructs analysed are not the constructs as originally specified. | limitations[2] |
| limitation | Only the higher-order variables were analysed; the authors state the first-order dimensions were not examined and might have given a different picture. | limitations[3] |
| limitation | The sample is non-random and drawn from a single campus, while the framing concerns mathematics performance across the region. | limitations[4] |
| limitation | 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 — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | limitations[5] |
| limitation | 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 — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | limitations[6] |
finding · quantity · variable · definition · key-term — grounded in the full text| finding | Mathematics learning motivation had a direct positive effect on performance in mathematics, supporting H1. Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | content_tags.findings[0] |
| finding | Peer assisted mathematics learning had no statistically significant direct effect on performance in mathematics, so H2 was rejected. Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | content_tags.findings[1] |
| finding | Mathematics teaching quality had a direct positive effect on students' performance in mathematics. Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | content_tags.findings[2] |
| finding | Because peer assisted learning had no direct effect, student interest in mathematics fully mediated the peer-learning-to-performance relationship. Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | content_tags.findings[3] |
| finding | Student interest only partially mediated the motivation-to-performance relationship, because motivation also acted directly on performance. Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | content_tags.findings[4] |
| finding | Motivation had a significant positive effect on students' interest in mathematics (β = 1.574). Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | content_tags.findings[5] |
| finding | Students' interest in mathematics itself had a significant positive effect on their performance in mathematics. Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | content_tags.findings[6] |
| quantity | 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 — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | content_tags.quantities[0] |
| quantity | 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 — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | content_tags.quantities[1] |
| quantity | 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 — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | content_tags.quantities[2] |
| quantity | 0.973 — Coefficient of the indirect (mediated) effect of motivation on performance via interest Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | content_tags.quantities[3] |
| quantity | 0.143 — Coefficient of the indirect effect of peer assisted learning on performance via interest Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | content_tags.quantities[4] |
| quantity | 373 — Number of usable questionnaires retained out of an ideal sample of 375 Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | content_tags.quantities[5] |
| quantity | 0.951 — Cronbach's alpha for the students' interest in mathematics scale, the highest of the five constructs Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | content_tags.quantities[6] |
| quantity | 5,000 — Number of bootstrap samples drawn for the bias-corrected percentile mediation test Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | content_tags.quantities[7] |
| quantity | 4.427 — Highest construct mean on the 5-point Likert scale, for mathematics learning motivation Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | content_tags.quantities[8] |
| variable | Mathematics learning motivation (MOTI) (independent) Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | content_tags.variables[0] |
| variable | Peer assisted mathematics learning (PEER) (independent) Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | content_tags.variables[1] |
| variable | Mathematics teaching quality (QUAL) (independent) Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | content_tags.variables[2] |
| variable | Performance in mathematics (ACHIEV) (dependent) Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | content_tags.variables[3] |
| variable | Student interest in mathematics (mediator) Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | content_tags.variables[4] |
| definition | intrinsic motivation Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | content_tags.definitions[0] |
| definition | extrinsic motivation Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | content_tags.definitions[1] |
| definition | peer assisted learning Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | content_tags.definitions[2] |
| definition | convergent validity Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | content_tags.definitions[3] |
| definition | discriminant validity Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | content_tags.definitions[4] |
| definition | cognitive activation Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | content_tags.definitions[5] |
| definition | classroom management Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | content_tags.definitions[6] |
| definition | p-close Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | content_tags.definitions[7] |
| concept | teaching quality Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | concepts[0] |
| concept | confirmatory factor analysis Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | concepts[1] |
| concept | performance in mathematics Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | concepts[2] |
| concept | mathematics learning interest Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | concepts[3] |
| concept | peer assisted learning Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | concepts[4] |
| concept | mathematics learning motivation Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | concepts[5] |
| confirmatory factor analysis | as written: Confirmatory Factor Analysis (CFA) Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | content_tags.statistics[0] |
| structural equation modeling | as written: Structural Equation Modelling (SEM) Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | content_tags.statistics[1] |
| Cronbach's alpha CA | as written: Cronbach’s alpha (CA) Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | content_tags.statistics[2] |
| bootstrap BC | as written: Bias-Corrected (BC) percentile method of bootstrapping Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | content_tags.statistics[3] |
| average variance extracted AVE | as written: Average Variance Extracted (AVE) Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | content_tags.statistics[4] |
| correlation √AVE | as written: inter-correlation coefficients Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | content_tags.statistics[5] |
| mean | as written: mean score Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | content_tags.statistics[6] |
| confidence interval | as written: 95% confidence interval, with 5% margin of error Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | content_tags.statistics[7] |
| descriptive and inferential statistics | Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | content_tags.statistics[8] |
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