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

Sefakor Agormor; Jones Apawu; Jackson Jessel  Aboagye-Agbi; Evans Kofi Hokor

doi:10.30862/jri.v2i2.83

Authors

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

DOI:

https://doi.org/10.30862/jri.v2i2.83

Keywords:

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

Abstract

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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