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ORIGINAL RESEARCH article

Front. Educ.
Sec. Higher Education
Volume 9 - 2024 | doi: 10.3389/feduc.2024.1450499
This article is part of the Research Topic Positive Higher Education: Empowering Students through Learning and Wellbeing View all 7 articles

Moderating Role of Teacher-Student Relationship and Mediating Role of Self-Efficacy on the Relationship between Peer-Assisted Learning and Mathematics Performance

Provisionally accepted
Bright Asare Bright Asare *
  • Akenten Appiah-Menka University of Skills Training and Entrepreneurial Development, Kumasi, Ghana

The final, formatted version of the article will be published soon.

    The teacher-student relationship and self-efficacy will amplify the positive effect of peerassisted learning on mathematics performance. A strong teacher-student relationship provides a supportive foundation, while higher self-efficacy equips students with the confidence and resilience to fully benefit from peer-assisted learning. This study examined the effect peer peerassisted learning on mathematics performance as well as the moderating effect of the teacherstudent relationship and the mediating effect of self-efficacy on the relationship between students' mathematics performance and peer-assisted learning among students. Design/Methodology/Approach: For this study, a descriptive-correlation design was used. Three hundred and fifty-one (351) students made up the study's sample size. Stratified simple random sampling techniques were used to select respondents for this study. A structured questionnaire was employed to collect data from targeted respondents. Structural Equation Modelling (SEM) run in Amos (v.23) was used to address the proposed hypothesized paths for this study. Findings: This study's findings revealed that teacher-student relationship, self-efficacy, and peerassisted learning had a positive and statistically influenced mathematics performance. Moreover, self-efficacy somewhat mediates the relationship between peer-assisted learning and mathematics performance. Finally, the association between peer-assisted learning and students' mathematics performance was positively and considerably moderated by the teacher-student relationship. Originality/Value: Previous research has looked at how peer-assisted learning, teacher-student relationships, and self-efficacy influence mathematics performance. To contribute to the literature, this study examines the moderating and mediating effects of teacher-student relationships and selfefficacy on the relationship between peer-assisted learning and mathematics performance.

    Keywords: mathematics performance, peer-assisted learning, self-efficacy, teacher-student relationship, Moderating effect, Mediating role

    Received: 17 Jun 2024; Accepted: 16 Dec 2024.

    Copyright: © 2024 Asare. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

    * Correspondence: Bright Asare, Akenten Appiah-Menka University of Skills Training and Entrepreneurial Development, Kumasi, Ghana

    Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.