Teacher-student relationship and self-efficacy as moderating and mediating factors in the link between peer-assisted learning and mathematics performance
Year: 2025
Type: article
Study design: Observational Study
Abstract: This study examined the effect of peer-assisted learning (PAL) on mathematics performance (MP), as well as the moderating role of the teacher-student relationship (TSR) and the mediating role of self-efficacy (SE) in the relationship between students’ MP and PAL. For this study, a descriptive-correlation design was used. Three hundred and fifty-one 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 the targeted respondents. Structural equation modeling run in Amos 23 was used to address the proposed hypothesized paths for this study. This study revealed that TSRs, SE, and PAL positively and significantly influenced MP. Moreover, SE partially mediates the relationship between PAL and MP. Finally, the link between PAL and students’ MP was significantly and positively moderated by TSRs. Previous research had examined how PAL, TSRs, and SE influence MP. To contribute to the literature, this study examines the moderating and mediating effects of TSRs and SE on the relationship between PAL and MP.
Author: Bright Asare
Subfield: Applied Mathematics
Field: Mathematics
Domain: Physical Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W4416050476