Moderating effect of teacher–student relationship and mediating role of self-efficacy on the relationship between peer-assisted learning and mathematics performance.

Purpose: The teacher–student relationship and self-efficacy will amplify the positive effect of peer-assisted learning on mathematics performance. A strong teacher–student relationship provides a supportive foundation, while higher self-efficacy equips students with the confidence and resilience to fully benefit from peer-assisted learning. This study examined the effect peer peer-assisted learning on mathematics performance as well as the moderating effect of the teacher–student relationship and the mediating effect of self-efficacy on the relationship between students' mathematics performance and peer-assisted learning among students. Design/methodology/approach: For this study, a descriptive-correlation design was used. Three hundred and fifty-one students made up the study's sample size. Stratified simple random sampling techniques were used to select respondents for this study. A structured questionnaire was employed to collect data from targeted respondents. Structural Equation Modeling (SEM) run in Amos (v.23) was used to address the proposed hypothesized paths for this study. Findings: This study's findings revealed that teacher–student relationship, self-efficacy, and peer-assisted learning had a positive and statistically influenced mathematics performance. Moreover, self-efficacy somewhat mediates the relationship between peer-assisted learning and mathematics performance. Finally, the association between peer-assisted learning and students' mathematics performance was positively and considerably moderated by the teacher–student relationship. Originality/value: Previous research has looked at how peer-assisted learning, teacher–student relationships, and self-efficacy influence mathematics performance. To contribute to the literature, this study examines the moderating and mediating effects of teacher–student relationships and self-efficacy on the relationship between peer-assisted learning and mathematics performance. [ABSTRACT FROM AUTHOR]