Mathematics interest and self-efficacy

Exploring the relationship between history of mathematics and mathematics performance

Authors

  • Bright Asare Akenten Appiah Menka University of Skills Training and Entrepreneurial Development Ghana
  • Yarhands D. Arthur Akenten Appiah-Menka University of Skills Training and Entrepreneurial Development, Ghana
  • Benjamin A. Obeng Akenten Appiah-Menka University of Skills Training and Entrepreneurial Development, Ghana

DOI:

https://doi.org/10.32674/5vykqb17

Keywords:

History of Mathematics , Mathematics Interest, Self-Efficacy, Mathematics Performance, University Students’

Abstract

This study investigates the mediating role of mathematics interest and self-efficacy in the relationship between the history of mathematics and mathematics performance. The study adopted a descriptive-correlational design utilizing a structured questionnaire. The sample size comprised 318 university students. The data obtained was analyzed using Structure Equation Modeling (SEM) run by Amos (ver. 23). The findings revealed that HST positively affected mathematics interest and self-efficacy. Self-efficacy and mathematics interest partially mediate the relationships between HIST and mathematics performance. Future studies may consider students in other mathematics-related disciplines in other universities within or outside Ghana to increase generalization.

Additional Files

Published

2025-03-04

Issue

Vol. 7 (2025): American Journal of STEM Education: Issues and Perspectives

Section

STEM Education (regular)

License

Copyright (c) [year] [author]
This work is licensed under a Creative Commons Attribution 4.0 International License.
This license permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. https://creativecommons.org/licenses/by/4.0

How to Cite

Asare, B., Arthur, Y. D., & Obeng, B. A. (2025). Mathematics interest and self-efficacy: Exploring the relationship between history of mathematics and mathematics performance. American Journal of STEM Education, 7, 51-80. https://doi.org/10.32674/5vykqb17

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