Terror of University Mathematics: The Role of Prior Preparation, Self-Concept, Motivation, and Teaching Quality
Abstract
This study examined how prior mathematical preparation (PMP), mathematics self-concept (MSC), instrumental motivation (IM), and perceived university teaching quality (UTQ) were associated with perceived difficulty of university mathematics (PDM) among first-year undergraduate students in Ghana. A quantitative cross-sectional survey design was used. Data were collected from 357 students, selected from a population of 3,280 using proportionate stratified random sampling, through a structured online questionnaire. PMP, MSC, IM, UTQ, and PDM were measured using validated Likert-type scales adapted from prior studies. Exploratory Factor Analysis supported a five-factor structure, with KMO = .917, a significant Bartlett’s test (p < .001), and 66.01% variance explained. Confirmatory Factor Analysis indicated excellent model fit (CMIN/df = 1.076, RMSEA = .015, SRMR = .0319, CFI = .996, GFI = .950, TLI = .995). All constructs demonstrated strong reliability (α = .810-.886; CR = .810-.887) and adequate convergent validity (AVE = .514-.611), while HTMT values below .85 confirmed discriminant validity. Structural Equation Modeling results showed that PMP, MSC, and IM were significantly and negatively associated with PDM, whereas UTQ showed no significant association. MSC was significantly associated with IM, and PMP was significantly associated with UTQ. Mediation analysis indicated that IM partially accounted for the association between MSC and PDM, while UTQ did not mediate the association between PMP and PDM. Because the design was cross-sectional and based on self-reported perceptions, these findings are best interpreted as associations rather than causal effects; within that limitation, prior knowledge, self-beliefs, and perceived relevance appear more strongly linked to perceived difficulty than perceived teaching quality, pointing to a possible need to strengthen foundational knowledge, self-concept, and motivation in higher education.