https://www.randwickresearch.com/index.php/rielsj <table border="0" width="700" bgcolor="#eddcd6"> <tbody> <tr> <td valign="top" width="150"><img src="/public/site/images/rirairoot/RIELS_thumb23a.jpg"></td> <td valign="top" width="500"><a href="http://www.randwickresearch.com/index.php/rielsj">Randwick International of Education and Linguistics Science (RIELS) Journal.</a> <p align="justify">Journal is a peer-reviewed journal published in March, June, September and December welcomes research papers in<strong><span style="color: #600314;"> Education</span></strong>; all levels, stages and processes of education (e.g. formal, informal, non-formal, early childhood, lifelong, schooling, adult education, vocational education and training, higher education), research in language teaching, and curriculum and Instruction Design.&nbsp; <strong><span style="color: #600314;">Linguistic</span></strong>; sociolinguistic, pragmatic, semantic, phonetic, phonology, applied linguistic, second language acquistionand.<strong><span style="color: #600314;"> Art</span></strong>; analysis novel, poetry, and drama. Other related areas, it is pulished in both online and printed versions.</p> </td> </tr> </tbody> </table> RIRAI Publisher en-US Randwick International of Education and Linguistics Science Journal 2723-2441 https://www.randwickresearch.com/index.php/rielsj/article/view/1216 <p><em>This study aimed to investigate the impact of social persuasion as a strategic intervention on Grade 7 students' self-efficacy and Mathematics performance. A pre-test- post-test experimental design was employed, with a self-efficacy questionnaire administered to assess students' perceived capabilities in solving mathematical problems. The social persuasion strategy was implemented over a period of 5 weeks, involving persuasive messages and feedback aimed at enhancing students' confidence and self-efficacy in Mathematics. After the implementation, results showed a significant positive relationship between self-efficacy and Mathematics performance, indicating that students' confidence in their abilities was strongly linked to their academic achievement. The post-test results revealed a significant increase in self-efficacy and Mathematics achievement compared to the pre-test scores, demonstrating the effectiveness of social persuasion in enhancing students' self-efficacy and Mathematics performance. The study concluded that social persuasion is a powerful strategic intervention in promoting students' self-efficacy and academic achievement in Mathematics. The findings suggest that incorporating social persuasion techniques in Mathematics instruction can foster a positive learning environment, boost students' confidence, and improve their academic achievement. The results have implications for teaching practices, highlighting the importance of promoting self-efficacy in students to enhance their academic success.</em></p> Emerlyn Abrenica Copyright (c) 2025 Randwick International of Education and Linguistics Science Journal https://creativecommons.org/licenses/by-sa/4.0/ 2025-09-30 2025-09-30 6 3 637 645 10.47175/rielsj.v6i3.1216 https://www.randwickresearch.com/index.php/rielsj/article/view/1230 <p><em>The purpose of this study is to investigate how interest influences mathematics learning among science students in higher education. Interest plays a significant role, acts as a powerful motivator to influence student's positive attitude and actively encouraging their effort in understanding mathematics. Exploratory factor analysis, confirmatory factor analysis and structural equation modeling methods used to analyse the data collected from 239 selected students. The results proved that the interest significantly has a positive effect to greater success in mathematics (p-value = 0.000). This study reveals that more than 15 points will be achieved for an additional level of interest and indirectly promoting higher education students to have better motivation level towards mathematics. Therefore, to maximize positive interest, enhanced understanding, and a more engaged learning experience in mathematics, it is suggested that a great effort be made to create a supportive and positive learning environment.</em></p> Sharifah Norhuda Syed Wahid Yusharina Yusof Nurmarni Athirah Abdul Wahid Copyright (c) 2025 Randwick International of Education and Linguistics Science Journal https://creativecommons.org/licenses/by-sa/4.0/ 2025-09-30 2025-09-30 6 3 646 650 10.47175/rielsj.v6i3.1230