Influence of students’ prior knowledge in mathematics on problem-solving confidence and self-efficacy

Purpose The study aimed to examine the effect of university students’ prior knowledge in mathematics as a predictor of problem-solving confidence and self-efficacy. Design/methodology/approach The study adopted a quantitative research design. The study population comprised 1,600 university students pursuing a BSc in Mathematics Education at the University of Skills Training and Entrepreneurial Development (USTED), Kumasi campus. The sample size was 320, as calculated using Yamane’s formula. Two sampling techniques, purposive and stratified simple random sampling, were used. Data were collected using a structured questionnaire. SPSS (ver. 23) and Amos (ver. 23) were used for data analysis. SPSS (ver. 23) was used to perform the Exploratory Factor Analysis. Finally, Confirmatory Factor Analysis (CFA), discriminant validity analysis, and Structural Equation Modeling (SEM) were performed using Amos (ver. 23). Findings The study found that prior knowledge in mathematics has a significant positive effect on problem-solving confidence and self-efficacy. Originality/value Many studies have examined prior knowledge in mathematics and students’ self-efficacy, but very few have focused on how students’ prior mathematical knowledge influences their confidence in solving problems. However, problem-solving confidence plays an important role in students’ willingness to attempt mathematical tasks, persist through challenges, and succeed academically. To fill this gap, this study investigated the effect of prior knowledge in mathematics on students’ problem-solving confidence and provided a better understanding of how students’ existing knowledge can shape their confidence and performance in mathematics.