Influence of Students’ Learning Capacity and Mathematics Interest on Mathematics Performance

Abstract

Purpose: This study examined the influence of students’ learning capacity and mathematics interest on mathematics performance. Methodology: A quantitative correlational research design was adopted. The population comprised students from three selected senior high schools in Ghana, namely Akim Akroso Senior High Technical School, Mankessim Senior High School, and Winneba Senior High School. A sample of 358 students was selected, and data were collected using a structured questionnaire developed from the study variables. Students’ learning capacity was measured through growth mindset in mathematics, mathematics self-efficacy, and technology-based learning in mathematics, while mathematics interest and mathematics performance were assessed using related questionnaires and test items. The data were analysed using exploratory factor analysis, confirmatory factor analysis, and structural equation modelling through SPSS (ver. 23) and AMOS (ver. 23). Findings: The findings showed that students’ learning capacity had a significant positive effect on mathematics performance. Learning capacity also had a significant positive effect on students’ mathematics interest. In addition, students’ mathematics interest had a significant positive effect on mathematics performance. Novelty/Originality: The study contributes to mathematics education research by examining learning capacity and mathematics interest within a single structural model. The findings suggest that cognitive and affective factors should be considered together when designing strategies to support students’ mathematics learning and performance.