# THESIS DATA (BRIGHT ASARE)

## Description

H1: The history of mathematics has a direct effect on student’s mathematics interests. H2: History of mathematics has a direct positive effect on student’s self-efficacy belief H3: Student’s mathematics interest mediates the connection between history of mathematics and student’s mathematics performance. H3: Student’s self-efficacy belief mediates the connection between history of mathematics and student’s mathematics performance.

## Files

## Steps to reproduce

Quantitative data will be coded and entered SPSS (version 23) software packages to facilitate research analysis. First and foremost, Exploratory Factor Analysis (EFA) was employed to determine the number of measurement items that loaded at a particular construct. This analysis aided the researchers in reducing the number of indicator(s) whose loading was less than 0.5 (Marsh et al., 2020). After the EFA analysis, Confirmatory Factor Analysis (CFA) was examined to determine the fitness of the model with the use of the retained indicator from EFA. The next step was to test the hypothesized path using the Structural Equation Model (SEM) which was run in AMOS (Ver. 23) with a confidence interval of 95%.