Impact of teacher quality on perceived mathematics performance: Mediating roles of technology, motivation, and student interest

This study aims to examine the impact of teacher quality on perceived mathematics performance, with a focus on the mediating roles of technology, motivation, and student interest. A descriptive survey was conducted at the Akenten Appiah-Menka University of Skills Training and Entrepreneurial Development in Kumasi, Ghana, involving a sample size of 370 students. Structured questionnaires were used to collect data from the students, employing both simple random sampling and stratified random sampling techniques. The questionnaire was designed to assess students’ perceptions of technology, teacher quality, motivation, student interest, and perceived mathematics performance. To test the hypotheses, Structural Equation Modeling (SEM) was conducted using Amos software (version 23). The results of the structural equation modeling (SEM) analysis revealed that there was no significant effect between teacher quality and perceived mathematics performance. However, the mediating variables of technology, motivation, and interest were found to exhibit full mediation in the relationship between teacher quality and perceived mathematics performance. These findings imply that improving students’ perceived mathematics performance depends not only on teacher quality but also on enhancing technological integration, fostering student motivation, and cultivating interest in mathematics, highlighting the importance of holistic instructional strategies.