The Influence of Mattering and a Sense of Belonging on Students’ GPA: A Case Study of Colleges of Education in the Volti Zone, Ghana

Clement Kantam Kolamong, Sewornu Kwame Fianu, Patrick Eshun, Seth Asare, Fred Edinam Degboe and Gifty Nordzi
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Clement Kantam Kolamong: St. Francis College of Education, Hohoe, Ghana
Sewornu Kwame Fianu: St. Francis College of Education, Hohoe, Ghana
Patrick Eshun: St. Francis College of Education, Hohoe, Ghana
Seth Asare: St. Francis College of Education, Hohoe, Ghana
Fred Edinam Degboe: St. Francis College of Education, Hohoe, Ghana
Gifty Nordzi: St. Francis College of Education, Hohoe, Ghana

International Journal of Research and Innovation in Social Science, 2024, vol. 8, issue 3s, 1493-1505

Abstract: The quest into what influences student performance is a perennial endeavour in educational settings. Among the multitude of variables under investigation, the notions of significance and a feeling of inclusion have gained increasing attention for their potential impact on academic achievement. This research looked at the impact of mattering and sense of belonging on students’ GPA. Using case studies from Volti Zone in Ghana, and the quantitative research design, data were gathered from 522 teacher trainees utilizing validated scales. The results of the bivariate regression analysis revealed that each individual construct of mattering and sense of belonging influences students’ GPA, with mattering (β = .104; t = -.716; p = .045) and sense of belonging (β = .052; t = .065; p = .003). Similarly, the multivariate regression results revealed that both constructs combined influence students’ GPA, with mattering (β = .024; t = -.918; p = .043) and sense of belonging (β = .017; t = .578; p = .035). The research findings indicate that the levels of mattering and sense of belonging significantly correlate with teacher trainees’ GPA, with increased levels of both factors corresponding to higher academic performance. In essence, greater feelings of significance and belongingness are associated with improved GPA outcomes among teacher trainees in Ghana.

Date: 2024
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