Research Summary: 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.

Why it matters

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.

Key insights

• Students globally often face difficulties with abstract probability concepts and their associated reasoning requirements.
• The study investigates the structural relationships between teacher support, student self-efficacy, and self-perceived probability problem-solving.
• A primary focus is on examining the mediating role of self-efficacy in this relationship.
• Data was collected from 265 undergraduate students in Mathematics and Information Technology Education at a public university in Ghana.
• The research employed a quantitative, cross-sectional survey design using stratified random sampling.
• A structured online questionnaire was used for data collection.
• Structural Equation Modeling (SEM) via AMOS version 27 was utilized for data analysis.

Source

Frontiers in Education — https://www.frontiersin.org/articles/10.3389/feduc.2026.1854658