Teacher support and university students' self-perceived probability problem-solving: a mediation analysis of self-efficacy

A recent study conducted in Ghana among 265 university students explored the interplay between teacher support, student self-efficacy, and self-perceived probability problem-solving abilities. The research aims to understand how teacher support influences students' confidence in solving probability problems, specifically investigating the mediating role of self-efficacy. This analysis used a quantitative, cross-sectional survey design with data collected during the 2024/2025 academic year.

This research provides insights into critical factors influencing student performance and confidence in complex mathematical domains, specifically probability. Understanding the roles of teacher support and self-efficacy can inform pedagogical strategies and curriculum development, ultimately enhancing educational outcomes and student preparedness for data-intensive fields.

Students globally often face difficulties with abstract probability concepts and their associated reasoning requirements.

Forward consideration, not a verified fact.