Optimizing Mathematical Accomplishment: Relationship with Motivation, Peer-Assisted Learning, Pedagogical Quality and Student Interest

Abstract

Mathematics is a fundamental subject for all university students, irrespective of their field of study. This subject is essential for the cultivation of fundamental skills in a variety of fields, such as mathematical reasoning, critical thinking, and problem-solving. Nevertheless, the mathematical achievements of Malaysian university students have consistently been a source of concern. It is imperative to examine the factors that contribute to this issue in order to resolve it. The objective of this research is to investigate the factors that facilitate the optimisation of mathematical achievement among university students. The investigation specifically investigates the correlations between mathematical achievement and four critical variables: student interest, motivation, peer-assisted learning, and pedagogical quality. In order to accomplish this objective, quantitative data will be collected from a representative sample of university students who are enrolled in mathematics courses. The questionnaires will evaluate student interest, pedagogical quality, motivation, peer-assisted learning, and mathematical accomplishment. The data were collected through a random distribution of questionnaires to students at the UiTM Sabah branch who were taking a mathematics course. The data were organised and entered into SPSS for analysis. Descriptive and inferential statistics were implemented. The results suggest that the achievement of students in mathematics was substantially influenced by their motivation, peer-assisted learning, pedagogical quality, and interest. Additionally, this research contributes to advancing effective instructional techniques and interventions that improve students' mathematical performance. Furthermore, this investigation enhances the body of knowledge regarding the influence of motivation, peer-assisted learning, pedagogical quality, and student interest on the optimisation of mathematical achievement, which will have substantial implications for educational policy and practice.