Impact of Cognitive and Non-Cognitive Factors on Mathematics Achievement among Pre-service Teachers in Ghanaian Colleges of Education

Abstract

This study investigated the extent to which cognitive and non-cognitive factors predict mathematics achievement among pre-service teachers in Colleges of Education (CoEs) in Ghana. Grounded in Bandura’s Social Cognitive Theory, the study employed a correlational survey design to explore how personal, behavioural, and environmental factors interact to influence mathematics achievement. A sample of 498 pre-service teachers from various levels and specializations was selected using a convenience sampling approach. Data were collected through a structured Mathematics Achievement Questionnaire (MAQ), designed to measure cognitive factors (e.g., problem-solving, prior knowledge) and non-cognitive factors (e.g., self-efficacy, motivation, anxiety). The reliability of the instrument was confirmed through a pilot study (α = 0.76), and data were analysed using multiple regression techniques. Findings revealed that both cognitive and non-cognitive factors significantly predicted mathematics achievement (R² = 0.814), with self-efficacy and problem-solving skills emerging as the strongest predictors. Notably, non-cognitive variables such as motivation and anxiety had a comparable or even greater influence on achievement than some cognitive dimensions. These results suggest that both domains play a critical and complementary role in shaping pre-service teachers’ performance in mathematics. The study concludes that a holistic approach, targeting both cognitive and non-cognitive development, is essential for improving mathematics achievement among pre-service teachers. Further studies are recommended to explore these dynamics in different contexts using actual academic records rather than self-reported achievement. The implications of this study on learning and teaching practices in CoEs are discussed.