Technology integration and mathematics performance among Ghanaian senior high school students with digital learning disposition as a mediator and mathematical resilience as a predictor

This study examined the relationships among technology integration, digital learning disposition, mathematical resilience, and mathematics performance among Senior High School students in Ghana. It assessed whether digital learning disposition mediates the association between technology integration and mathematics performance, while mathematical resilience operates as a direct predictor. The study employed a positivist, quantitative, cross-sectional survey design. Data were obtained from 386 SHS 2 Core Mathematics students in the Upper Denkyira East Municipal and Upper Denkyira West District in the Central Region of Ghana through an adapted questionnaire. Mathematics performance was measured through students’ self-report rather than objective achievement scores. Confirmatory factor analysis and structural equation modelling were conducted using AMOS version 23. Technology integration had a significant positive association with digital learning disposition (β = 0.410, B = 0.401, p < 0.001) and mathematics performance (β = 0.150, B = 0.197, p = 0.035). Mathematical resilience showed a positive association with students’ mathematics performance (β = 0.370, B = 0.444, p < 0.001). Digital learning disposition statistically mediated the association between technology integration and mathematics performance, although the indirect association was modest (B = 0.049, 95% BC CI [0.032, 0.143], p = 0.034), indicating complementary partial mediation. The findings indicate that technology integration should be considered alongside students’ digital learning disposition and mathematical resilience when interpreting self-reported mathematics performance.