Predictors of students mathematics problem-solving skills: Feedback, beliefs, learning support, and technology

Abstract

This study examined how teacher instructional feedback quality, students’ mathematical beliefs, and learning environment support influence senior high school students’ mathematical problem-solving skills in Ghana. Technology integration was examined as a mechanism that may explain how these instructional and contextual factors support students’ problem-solving development. Data were collected from 355 students selected through a multistage sampling approach from senior high schools in Ghana. The findings indicate that teacher instructional feedback quality, students’ mathematical beliefs, and supportive learning environments significantly improve students’ mathematical problem-solving skills. Using technology made the impact of teacher feedback and a supportive environment even stronger. However, technology did not significantly explain the link between what students believe about math and how well they solve problems. These findings show that teachers need to give clear feedback and create a positive classroom to help students think through complex math tasks. The study suggests that combining digital tools with high-quality teaching is a great way to improve how students learn to handle difficult problems.