Prior mathematics achievement and mathematics self-efficacy as indicators for success in pre-service teachers’ achievement in geometry and trigonometry


  • Sefakor Agormor E.P. College of Education, Amedzofe, Ghana
  • Jones Apawu University of Education, Winneba, Ghana
  • Jackson Jessel Aboagye-Agbi Accra College of Education, Ghana
  • Evans Kofi Hokor St. Teresa’s College of Education, Hohoe, Ghana



Mathematics education, mathematics self-efficacy, geometry, trigonometry, pre-service teacher


This study is a quantitative research and used a correlational research design to investigate the relationship between pre-service teachers’ prior mathematics achievement (PA) at the senior high school and mathematics self-efficacy (MSEF) on learning and achievement in geometry and trigonometry in colleges of education. A sample of 449 pre-service teachers (264 males and 185 females) randomly selected from the population was used for the study. The result revealed a strong positive relationship between PA (r = 0.543), MSEf (r = 0.542), and geometry and trigonometry score. The study then concludes that the factors (PA, MSEf) have a positive relationship with geometry and trigonometry achievement. The study recommended that colleges of education should place much emphasis on pre-service teachers’ entry grade in mathematics when considering the requirement for admission.


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