Bibliographic citations
Zapillado, O., (2024). La actitud hacia la Matemática y el nivel de logros de aprendizaje en los estudiantes de la Universidad Nacional Tecnológica de Lima Sur, Villa el Salvador, 2022 [Universidad Nacional de Educación Enrique Gúzman y Valle]. https://repositorio.une.edu.pe/handle/20.500.14039/10658
Zapillado, O., La actitud hacia la Matemática y el nivel de logros de aprendizaje en los estudiantes de la Universidad Nacional Tecnológica de Lima Sur, Villa el Salvador, 2022 []. PE: Universidad Nacional de Educación Enrique Gúzman y Valle; 2024. https://repositorio.une.edu.pe/handle/20.500.14039/10658
@mastersthesis{renati/1022958,
title = "La actitud hacia la Matemática y el nivel de logros de aprendizaje en los estudiantes de la Universidad Nacional Tecnológica de Lima Sur, Villa el Salvador, 2022",
author = "Zapillado Huanco, Oscar Adrian",
publisher = "Universidad Nacional de Educación Enrique Gúzman y Valle",
year = "2024"
}
The objective of this research work is correlative in nature and aims to develop and test a scale of mathematical attitudes, which determines the interrelation between mathematical attitudes and learning achievement, applying it to a sample of 114 students from the National University of Technology of Lima. South. It is concluded that the device is valid and reliable. The sample distribution is not normal, using Spearman's non-parametric Rho method. A correlation of 0.602 suggests that as the levels of positive attitudes towards mathematics in students increase, their level of learning achievement in this subject also tends to increase. However, it is important to remember that correlation does not imply direct causation. Although a statistical relationship is identified between these two elements, it is important to recognize that there could be other factors that are influencing the outcome of the students' learning process in mathematics. Similarly, additional results have also been obtained when considering the different dimensions of attitudes towards mathematics and their connection with the level of achievement in learning this discipline. In the cognitive factor of attitudes towards mathematics with the level of learning achievement, there is a significant moderate statistical relationship of (0.412) in the students. In the affective factor of attitudes towards mathematics with the level of learning achievement, there is a statistical relationship of (-0.578), indicating a moderately strong inverse relationship between the affective factor of attitudes towards mathematics and the level of learning achievement. Regarding the behavioral component of attitudes towards mathematics and its relationship with grade levels in the learning process, a statistically moderate correlation of 0.461 is observed in the students who are part of the studied sample.
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