Bibliographic citations
Mendoza, O., (2024). Satisfacción del desempeño docente y logro de competencias del área de Matemática de los estudiantes del tercer grado de educación secundaria en la Institución Educativa Pública Mariscal Cáceres de Ayacucho, año 2019 [Universidad Nacional de Educación Enrique Guzmán y Valle]. https://repositorio.une.edu.pe/handle/20.500.14039/11275
Mendoza, O., Satisfacción del desempeño docente y logro de competencias del área de Matemática de los estudiantes del tercer grado de educación secundaria en la Institución Educativa Pública Mariscal Cáceres de Ayacucho, año 2019 []. PE: Universidad Nacional de Educación Enrique Guzmán y Valle; 2024. https://repositorio.une.edu.pe/handle/20.500.14039/11275
@mastersthesis{renati/1740037,
title = "Satisfacción del desempeño docente y logro de competencias del área de Matemática de los estudiantes del tercer grado de educación secundaria en la Institución Educativa Pública Mariscal Cáceres de Ayacucho, año 2019",
author = "Mendoza Aviles, Oscar",
publisher = "Universidad Nacional de Educación Enrique Guzmán y Valle",
year = "2024"
}
The objective of this research work is to show that, in 2019, a study was conducted to examine the correlation between teacher performance satisfaction and mathematics skills in third-year secondary school students at the Mariscal Cáreres public educational institution in Ayacucho. By analyzing a sample of 248 students randomly selected through a simple selection process, the study used a quantitative, descriptive, and cross-sectional design approach. The research employed a deductive hypothesis approach, employing survey techniques to collect data. To measure satisfaction with teacher performance, a scale-like questionnaire instrument was used, while performance in mathematics skills was assessed using a multiple-choice knowledge test. Based on the results of the hypothesis test, which yielded an rs value of -0.025 and a p value of 0.700, it was determined that there is no significant correlation between satisfaction with teacher performance and students' mathematics skill scores. As a result, the alternative hypothesis is rejected at the 0.05 level.
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