Enhancing TVET students’ interest in mathematics through the history of mathematics and self-efficacy

Purpose This study investigates the mediating role of mathematics self-efficacy in the relationship between the history of mathematics (HIST) and the interest in mathematics. Design/methodology/approach A survey research design was adopted, with a quantitative research approach. The study adopted a convenience sampling technique to select 219 Technical and Vocational Education and Training (TVET) students (level 100 to 400) from a public university in Ghana. Structural equation modelling (SEM) and a bias-corrected percentile method of bootstrapping were run in AMOS (v. 23), to estimate the path coefficients. Findings The study found that the HIST significantly influences both the student’s interest in mathematics and their mathematics self-efficacy. Furthermore, mathematics self-efficacy was found to significantly affect students' interest in mathematics and partially mediate the relationship between the HIST and students' interest. Research limitations/implications The study was confined to TVET students in a single public university in Ghana. Future studies may consider TVET students in other disciplines in other universities within or outside Ghana to increase generalization. Originality/value There is a shortage of empirical studies that specifically examine how self-efficacy mediates the relationship between the HIST as a teaching tool and students' interest in mathematics. Also, while previous studies have examined the role of pedagogical approaches in mathematics education, there is a lack of research focusing on the impact of historical context on students' interest, particularly within TVET settings.