Enhancing students’ achievement in mathematics education in the 21st century through technology integration, collaborative learning, and student motivation: The mediating role of student interest

This study explores the factors that contribute to enhancing students’ achievement in mathematics education (ACH) in the 21st century, with a focus on the mediating role of student interest (STI). Technology integration (TCI), collaborative learning (COL), and student motivation (SMO) are examined as key determinants of academic achievement in mathematics. A descriptive survey was used in the study, and 385 student samples from six senior high schools in the Kumasi metropolis were used. A survey questionnaire was administered using purposive, stratified, and simple random sampling techniques to select students from the six schools. The questionnaire measured students’ perceptions of TCI, COL, SMO, STI, and ACH. Preliminary analyses, including reliability analysis (Cronbach’s alpha), descriptive analysis, exploratory factor analysis, confirmatory factor analysis, converging validity, and discriminant validity, were assessed before the main model estimation. Amos (v. 23) was used to do structural equation modeling (SEM) in order to assess the various hypotheses. The findings from the SEM analysis showed that TCI and COL all had a direct positive and significant effect on ACH. However, SMO had a direct positive but insignificant effect on ACH. STI as mediating role was found to exhibit no mediation effect on the relationship between TCI, COL, and SMO on ACH. © 2024 by the authors; licensee Modestum. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/).