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RESEARCH PAPER
Enhancing students’ achievement in mathematics education in the 21st century through technology integration, collaborative learning, and student motivation: The mediating role of student interest
1
Department of Mathematics Education, Akenten Appiah-Menka University of Skills Training and Entrepreneurial Development, Kumasi, GHANA
Publication date: 2024-11-20
EURASIA J. Math., Sci Tech. Ed 2024;20(11):em2534
KEYWORDS
student achievementmathematics education21st centurytechnology integrationcollaborative learningstudent motivationstudent intereststructural equation modeling
ABSTRACT
This study explores the factors that contribute to enhancing students’ achievement in
mathematics education (ACH) in the 21st century, with a focus on the mediating role of student
interest (STI). Technology integration (TCI), collaborative learning (COL), and student motivation
(SMO) are examined as key determinants of academic achievement in mathematics. A descriptive
survey was used in the study, and 385 student samples from six senior high schools in the Kumasi
metropolis were used. A survey questionnaire was administered using purposive, stratified, and
simple random sampling techniques to select students from the six schools. The questionnaire
measured students’ perceptions of TCI, COL, SMO, STI, and ACH. Preliminary analyses, including
reliability analysis (Cronbach’s alpha), descriptive analysis, exploratory factor analysis,
confirmatory factor analysis, converging validity, and discriminant validity, were assessed before
the main model estimation. Amos (v. 23) was used to do structural equation modeling (SEM) in
order to assess the various hypotheses. The findings from the SEM analysis showed that TCI and
COL all had a direct positive and significant effect on ACH. However, SMO had a direct positive
but insignificant effect on ACH. STI as mediating role was found to exhibit no mediation effect on
the relationship between TCI, COL, and SMO on ACH.
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