Journal of Pedagogical Sociology and Psychology
Family and teacher predictors of mathematics achievement in senior high school students: Evidence from SEM
Ibrahim Ndelale 1 * , Joseph Frank Gordon 1, Ebenezer Appiagyei 1, Paul Agmabire Akendita 1
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1 Akenten Appiah-Menka University of Skills Training and Entrepreneurial Development, Kumasi, Ghana
* Corresponding Author
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Journal of Pedagogical Sociology and Psychology, Online First, pp. -
https://doi.org/10.33902/jpsp.202533190

Article Type: Research Article

Published Online: 16 May 2025

Views: 45 | Downloads: 22

ABSTRACT
This study examined the effects of family background and teacher factors on the academic performance of students in mathematics. It highlights the significance of understanding these influences to enhance educational outcomes and improve policy and practice in the region. A descriptive research design was employed which is anchored on the quantitative research approach of the positivism research paradigm, utilizing both simple random sampling and stratified sampling techniques to select participants from senior high schools in the Ahafo Region. Data were collected through structured surveys. Data analysis was conducted using Structural Equation Modeling, which enabled a detailed examination of the direct effects of family background and teacher factors on academic performance, as well as the moderating role of family type. The analysis revealed that family background had a direct but statistically insignificant effect on students' academic performance in mathematics, indicating that it does not significantly influence academic outcomes in this context. In contrast, teacher factors had a substantial and statistically significant positive effect on academic performance, accounting for the variation in students' performance. Additionally, family type did not significantly moderate the relationship between family background and academic performance. The findings suggest the need for policy reforms focused on improving teacher effectiveness and engaging teachers in educational policy development. Enhancing the learning environment and integrating effective teaching strategies are crucial for improving academic performance in mathematics. These improvements are also essential for advancing related disciplines such as technology, sciences, engineering, economics, and accounting.       
KEYWORDS
mathematics performance family background family type moderation analysis teacher factor
In-text citation: (Ndelale et al., 2025)
Reference: Ndelale, I., Gordon, J. F., Appiagyei, E., & Akendita, P. A. (2025). Family and teacher predictors of mathematics achievement in senior high school students: Evidence from SEM. Journal of Pedagogical Sociology and Psychology. https://doi.org/10.33902/jpsp.202533190
In-text citation: (1), (2), (3), etc.
Reference: Ndelale I, Gordon JF, Appiagyei E, Akendita PA. Family and teacher predictors of mathematics achievement in senior high school students: Evidence from SEM. Journal of Pedagogical Sociology and Psychology. 2025. https://doi.org/10.33902/jpsp.202533190
In-text citation: (1), (2), (3), etc.
Reference: Ndelale I, Gordon JF, Appiagyei E, Akendita PA. Family and teacher predictors of mathematics achievement in senior high school students: Evidence from SEM. Journal of Pedagogical Sociology and Psychology. 2025. https://doi.org/10.33902/jpsp.202533190
In-text citation: (Ndelale et al., 2025)
Reference: Ndelale, Ibrahim, Joseph Frank Gordon, Ebenezer Appiagyei, and Paul Agmabire Akendita. "Family and teacher predictors of mathematics achievement in senior high school students: Evidence from SEM". Journal of Pedagogical Sociology and Psychology (2025). https://doi.org/10.33902/jpsp.202533190
In-text citation: (Ndelale et al., 2025)
Reference: Ndelale, I., Gordon, J. F., Appiagyei, E., and Akendita, P. A. (2025). Family and teacher predictors of mathematics achievement in senior high school students: Evidence from SEM. Journal of Pedagogical Sociology and Psychology. https://doi.org/10.33902/jpsp.202533190
In-text citation: (Ndelale et al., 2025)
Reference: Ndelale, Ibrahim et al. "Family and teacher predictors of mathematics achievement in senior high school students: Evidence from SEM". Journal of Pedagogical Sociology and Psychology, 2025. https://doi.org/10.33902/jpsp.202533190
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