Bibliographic citations
Barboza, N., (2022). Rendimiento escolar en el área de matemática y actitudes hacia la matemática en estudiantes de v ciclo de educación básica regular de una institución educativa de Miraflores [Universidad Marcelino Champagnat]. https://hdl.handle.net/20.500.14231/3529
Barboza, N., Rendimiento escolar en el área de matemática y actitudes hacia la matemática en estudiantes de v ciclo de educación básica regular de una institución educativa de Miraflores []. PE: Universidad Marcelino Champagnat; 2022. https://hdl.handle.net/20.500.14231/3529
@misc{renati/803019,
title = "Rendimiento escolar en el área de matemática y actitudes hacia la matemática en estudiantes de v ciclo de educación básica regular de una institución educativa de Miraflores",
author = "Barboza Ayala, Naida Maili",
publisher = "Universidad Marcelino Champagnat",
year = "2022"
}
This research aimed to determine the relationship between school performance in the area of Mathematics and attitudes towards mathematics in students of V cycle of Regular Basic Education of a public educational institution in Miraflores. The research was descriptive and quantitative focused; The design was non-experimental, cross-sectional and correlational. The sample consisted of 58 students. The instruments used were the minutes of grades of the primary level corresponding to the 2020 school year and the Questionnaire of Attitudes towards Mathematics, of Quiles, validated in Lima by Chile, in 2012. The results showed a Spearman's rho coefficient corresponding to slight or no relationship (rho=.183; p>.05) between the variables. The same was found when relating school performance with the cognitive dimension of attitude towards Mathematics (rho=.112; p>.05) and with the behavioral dimension (rho=.107; p>.05); while a weak positive correlation was found with the affective dimension (rho=.268; p<.05). It is concluded that there is no relationship between school performance and attitudes towards Mathematics, neither with the cognitive dimension nor with the behavioral dimension of these; there is a weak positive relationship between school performance and the affective dimension
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