Mediating role of student interest on the relationship between student mathematics perception and performance

Abstract

The study aimed to investigate the influence of student interest on the relationship between student perceptions of mathematics and their performance in the subject. The research involved 1050 students enrolled in Basic Statistics at levels 200 and 300, with a sample size of 290 students selected through stratified and simple random sampling methods. A structured questionnaire was employed for data collection, utilizing a descriptive-correlation design. The results revealed that positive perceptions of mathematics significantly predict both student interest and performance. Additionally, student interest significantly and positively predicts mathematics performance. Notably, the relationship between student perception of mathematics and performance is partially mediated by student interest, with a statistically significant indirect effect. The study suggests that educators should cultivate interactive learning environments in mathematics classes to effectively engage students. Incorporating hands-on activities, real-world applications, and collaborative projects can enhance students' comprehension and application of mathematical concepts in their daily lives.