Modeling students’ interest in mathematics: the role of self-efficacy, mathematics anxiety, cultural and societal perceptions, and relevance of mathematics

Abstract

Purpose The purpose of this study is to determine the direct effect of self-efficacy (SEE), mathematics anxiety (MAA), cultural and societal perceptions (CSP), and relevance of mathematics (REM) on students’ interest in mathematics (SIM). Design/methodology/approach The study used a descriptive survey, which included 300 samples of students in colleges of education in the Ashanti region in Ghana selected through stratified and simple random sampling techniques. Preliminary analyses, including descriptive analysis, exploratory factor analysis, tests for reliability (Cronbach’s alpha), confirmatory factor analysis, convergent validity, and discriminant validity were estimated before the main model estimation. Structural equation modeling (SEM) analysis was performed using Amos (version 26) to test the study’s hypotheses. Findings The study concluded that SEE, CSP, and REM all had positive and significant effects on SIM. MAA however, had insignificant negative effect on SIM. Originality/value This study adopts a comprehensive theoretical modeling approach to explore the multifaceted factors influencing students’ interest in mathematics. Rather than examining these variables in isolation, this study is the first to model the complex relationships between self-efficacy, mathematics anxiety, cultural and societal perceptions, and the relevance of mathematics concurrently. The primary value of this work is the creation of a validated, replicable measurement tool that allows for the empirical testing of this multifaceted theory, providing a foundation for more effective and targeted educational interventions.