Incidencia del sistema de creencias de los estudiantes de Ingeniería, en el aprendizaje de las matemáticas y rendimiento académico, universidad estatal Amazónica Ecuador, año 2023
DOI:
https://doi.org/10.5377/elhigo.v14i1.18161Palabras clave:
actitud escolar, enseñanza matemática, desempeño académicoResumen
A pesar de que la matemática es una de las materias fundamentales en las carreras de Ingeniería, existe una declinación en el interés de los alumnos por aprenderla. Ante esto, la presente investigación tuvo como objetivo determinar la incidencia que tiene el sistema de creencias de los estudiantes de Ingeniería de la Universidad Estatal Amazónica, Ecuador, sobre el aprendizaje matemático y el rendimiento académico. El estudio tiene un enfoque cuantitativo, de tipo descriptivo correlacional, no experimental y transversal. Participaron 258 alumnos que conformaron la población de estudiantes del primer semestre de las carreras de ingeniería (Ambiental, Forestal, Agroindustrial y Agropecuaria) de este centro universitario. Se recolectó la información en el año 2023, mediante una encuesta estructurada. Como resultado, se determinó correlación positiva fuerte entre el apoyo y motivación docente con la confianza y actitud positiva hacia la matemática; así como, correlaciones sustanciales entre la percepción de utilidad y éxito en la materia con el enfoque pedagógico y la comprensión evolutiva de la disciplina. Entre tanto, no se evidenció correlación entre el enfoque de resolución de problemas y otros factores. Resultante del estudio se considera relevante el rol del docente en la construcción de una actitud positiva, y la necesidad de que exista una alineación de las estrategias pedagógicas con las percepciones y objetivos, para el logro de la optimización del proceso de enseñanza – aprendizaje. Se concluye que incide el sistema de creencias de los estudiantes de manera significativa en su aprendizaje matemático y rendimiento académico.
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