Incidence of the belief system of engineering students, in the learning of mathematics and academic performance, Amazonian state university Ecuador, year 2023
DOI:
https://doi.org/10.5377/elhigo.v14i1.18161Keywords:
scholastic attitude, mathematics teaching, academic performanceAbstract
Even though mathematics is one of the fundamental subjects in engineering careers, there is a decline in students' interest in learning it. Given this, the present research aims to determine the impact that the belief system of engineering students at the Amazonian State University, Ecuador, has on mathematical learning and academic performance. The study had a quantitative approach, descriptive correlational, non-experimental and transversal. 258 students participated, making up the population of students in the first semester of engineering majors (Environmental, Forestry, Agroindustrial and Agricultural) at this university center. The information was collected in 2023, through a structured survey. As a result, a strong positive correlation was determined between teacher support and motivation with confidence and positive attitude towards mathematics; as well as, substantial correlations between the perception of usefulness and success in the subject with the pedagogical approach and the evolutionary understanding of the discipline. Meanwhile, no correlation was evident between the problem-solving approach and other factors. As a result of the study, is considered relevant the role of the teacher in the construction of a positive attitude is considered crucial, and the need for there to be an alignment of pedagogical strategies with perceptions and objectives, to achieve optimization of the teaching-learning process. It is concluded that the students' belief system significantly affects their mathematical learning and academic performance.
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