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RESEARCH PAPER
Modeling student’s interest in mathematics: Role of history of mathematics, peer-assisted learning, and student’s perception
1
Department of Mathematics Education, Akenten Appiah-Menka University of Skills Training and Entrepreneurial Development, Kumasi, GHANA
2
Department of Statistics and Actuarial Science, Kwame Nkrumah University of Science and Technology, Kumasi, GHANA
Publication date: 2022-09-14
EURASIA J. Math., Sci Tech. Ed 2022;18(10):em2168
KEYWORDS
ABSTRACT
The research was to ascertain the mediating effect of students’ perception in the relationship
between the history of mathematics, peer-assisted learning, and students’ interest in mathematics.
The study was based on 394 students from four selected secondary schools in the Ashanti region
of Ghana. The study was a survey, adopting a structured questionnaire as the research instrument.
Structural equation modelling was estimated using Amos (v.23) software, to test the hypothesized
paths. History of mathematics had no direct effect on students’ perception towards mathematics,
thereby, students’ perception acted as a full mediating variable. Peer-assisted learning had a direct
effect on students’ perception towards mathematics, thereby, students’ perception acted as a
partial mediating variable. It is recommended to the Ghana Education Service and the Ministry of
Education to inculcate the use of history mathematics, as part of the courses in training
mathematics teachers.
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