Abstract

This study investigated the mediating role and the moderating effect of motivation on the relationship between peer teaching and mathematics achievement. A descriptive correlation research design was utilized for this study. The analysis was based on primary data gathered using a structured questionnaire. The empirical analysis was based on 210 students in Ghana. Various validity and reliability checks were conducted before the presentation of the actual analysis, which was conducted using the structural equation modeling. The research findings revealed that peer teaching had a positive effect on mathematical achievement. In addition, peer teaching had a significant positive effect on motivation. Moreover, motivation had a significant positive effect on mathematics achievement. Furthermore, motivation positively mediates the relationship between peer teaching and mathematics achievement. Finally, motivation had a positive moderating effect on the relationship between peer teaching and mathematics achievement. Based on the study findings, teachers should use motivating, individualized learning, and goal-setting techniques to enhance student motivation and achievement in mathematics learning.

Keywords

References

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