Exploring the effect of students willingness on mathematics cognitive achievement: A mediation model of problem-solving skills

This study aimed to determine the effect of students’ willingness on their mathematics cognitive development as mediated by student’s problem solving skills in mathematics among senior high schools in Ghana. Simple random sampling technique was adopted to sample 212 respondents from a high school. Introductory letter was sent to seek for permission from the headmaster before the data was collected. A structured questionnaire was employed as a tool to gather information from the respondents since quantitative method was adopted for the study. Using Amos and SPSS software, the questionnaires were analyzed and evaluated the various correlations among the variables utilizing the model of structural equations. Findings of this study indicated that, student’s willingness towards mathematics and student’s mathematics problem solving, all have favorable impact on their cognitive accomplishments of Ghanaian senior high school students and this effect was statistically significant. Therefore, all the three hypotheses were supported by the study.