Incidence of the belief system of engineering students, in the learning of mathematics and academic performance, Amazonian state university Ecuador, year 2023

Authors

DOI:

https://doi.org/10.5377/elhigo.v14i1.18161

Keywords:

scholastic attitude, mathematics teaching, academic performance

Abstract

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.

Downloads

Download data is not yet available.
Abstract
34
PDF (Español (España)) 0

Author Biographies

Leobel Morell Pérez, Universidad Estatal Amazónica, Puyo, Ecuador

Licenciado en Educación. Especialidad  Matemática. Máster en Didáctica de la Matemática. Máster en Actividad Física en la Comunidad. Docente  de la Universidad  Estatal Amazónica del Ecuador de las asignaturas  Matemática, Estadística. Ha impartido cursos y posgrados  relativos a la Didáctica  de las Ciencias Experimentales  y  la Estadística

Eberto Tuniesky Gutiérrez De León, Universidad Estatal Amazónica, Puyo, Ecuador

Graduado en Ingeniería Industrial y Magíster en Dirección. Docente de la Universidad Estatal Amazónica, impartiendo conocimientos en áreas de Ciencia Matemática, Física, Informática, Gestión de Procesos Industriales entre otros. Publicaciones en revistas indexadas en Latín index y Scopus

Hirám Hernández Ramos, Universidad Estatal Amazónica, Puyo, Ecuador

Licenciado en Educación, Especialidad Física Electrónica. Máster en Nuevas Tecnologías para la Educación. Docente de la Universidad Estatal Amazónica de Ecuador con más de 25 años de experiencia. Participación en eventos científicos nacionales e internacionales.

References

Alhamami, M. (2019). Learners’ beliefs about language-learning abilities in face-to-face & online settings. International Journal of Educational Technology in Higher Education, 16(1). https://doi.org/10.1186/s41239-019-0162-1

Asgari, S., Trajkovic, J., Rahmani, M., Zhang, W., Lo, R. C. y Sciortino, A. (2021). An observational study of engineering online education during the COVID-19 pandemic. PLOS ONE, 16(4), 1-17. https://doi.org/10.1371/journal.pone.0250041

Beswick, K. (2019). The role of knowledge and beliefs in helping learners to progress their mathematical understanding. Journal of Mathematics Teacher Education, 22(2), 125-128. https://doi.org/10.1007/s10857-019-09432-5

Daud, M. F., Ahmad, N. A. K. B., Osman, S., Wan, W. N. B., Bin, K. A. y Sumeri, N. A. Z. (2022). The Pattern of Epistemological Belief in Design among Engineering Students. International Journal of Learning and Development, 12(2), 95-113. https://doi.org/10.5296/ijld.v12i2.19897

Fiorella, L., Yoon, S. Y., Atit, K., Power, J. R., Panther, G., Sorby, S., Uttal, D. H. y Veurink, N. (2021). Validation of the Mathematics Motivation Questionnaire (MMQ) for secondary school students. International Journal of STEM Education, 8(1), 52. https://doi.org/10.1186/s40594-021-00307-x

Gál, É., Tóth-Király, I., Szamosközi, I. y Orosz, G. (2023). Self-downing mediates the association between fixed intelligence mindset and different indicators of students’ mental health. Current Psychology, 42(1), 681-693. https://doi.org/10.1007/s12144-021-01457-5

Hannula, M. S., Di Martino, P., Pantziara, M., Zhang, Q., Morselli, F., Heyd, E., Lutovac, S., Kaasila, R., Middleton, J. A., Jansen, A. y Goldin, G. A. (2016). Attitudes, Beliefs, Motivation, and Identity in Mathematics Education. En Attitudes, Beliefs, Motivation and Identity in Mathematics

Education: An Overview of the Field and Future Directions (pp. 1-35). Springer International Publishing. https://doi.org/10.1007/978-3-319-32811-9_1

How, M.L. (2022). Advancing Multidisciplinary STEM Education with Mathematics for Future-Ready Quantum Algorithmic Literacy. Mathematics, 10(7), 1146. https://doi.org/10.3390/math10071146

Imanbayev, K., Sinchev, B., Sibanbayeva, S., Mukhanova, A., Nurgulzhanovа, A., Zaurbekov, N., Zaurbekova, N., Korolyova, N. V. y Baibolova, L. (2021). Analysis and mathematical modeling of big data processing. Peer-to-Peer Networking and Applications, 14(5), 2626-2634. https://doi.org/10.1007/s12083-020-00978-3

Kutyniok, G. (2022). The mathematics of artificial intelligence. Proceedings of the International Congress of Mathematicians. https://doi.org/10.48550/arXiv.2203.08890

Lawson, M. J., Vosniadou, S., Van Deur, P., Wyra, M. y Jeffries, D. (2019). Teachers’ and Students’ Belief Systems About the Self-Regulation of Learning. Educational Psychology Review, 31(1), 223-251. https://doi.org/10.1007/s10648-018-9453-7

Li, Q., Cho, H., Cosso, J. y Maeda, Y. (2021). Relations Between Students’ Mathematics Anxiety and Motivation to Learn Mathematics: A Meta-Analysis. Educational Psychology Review, 33(3), 1017-1049. https://doi.org/10.1007/s10648-020-09589-z

Li, Y. y Schoenfeld, A. H. (2019). Problematizing teaching and learning mathematics as “given” in STEM education. International Journal of STEM Education, 6(1), 44. https://doi.org/10.1186/s40594-019-0197-9

Limeri, L. B., Carter, N. T., Choe, J., Harper, H. G., Martin, H. R., Benton, A. y Dolan, E. L. (2020). Growing a growth mindset: Characterizing how and why undergraduate students’ mindsets change. International Journal of STEM Education, 7(1), 35. https://doi.org/10.1186/s40594-020-00227-2

Lobos, K., Sáez, F., Cobo, R., Mella, J., Maldonado, A., Cisternas, N. y Bruna, C. (2021). Learning Beliefs, Time on Platform, and Academic Performance During the COVID-19 in University STEM Students. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.780852

Maass, K., Geiger, V., Ariza, M. R. y Goos, M. (2019). The Role of Mathematics in interdisciplinary STEM education. ZDM, 51(6), 869-884. https://doi.org/10.1007/s11858-019-01100-5

Malvasi, V. y Gil, J. (2022). Beliefs, performance, and applicability of mathematics in learning for life: The multi-case study at secondary education institutes in Italy. Journal on Mathematics Education, 13(1), 51-68. https://doi.org/10.22342/jme.v13i1.pp51-68

Martin, F., Chen, Y., Moore, R. L. y Westine, C. D. (2020). Systematic review of adaptive learning research designs, context, strategies, and technologies from 2009 to 2018. Educational Technology Research and Development, 68(4), 1903-1929. https://doi.org/10.1007/s11423-020-09793-2

Martínez, X., Pons-Prats, J., Turon, F., Coma, M., Barbu, L. G. y Bugeda, G. (2023). Multi-Objective Multi-Scale Optimization of Composite Structures, Application to an Aircraft Overhead Locker Made with Bio-Composites. Mathematics, 11(1). https://doi.org/10.3390/math11010165

Pepin, B., Biehler, R. y Gueudet, G. (2021). Mathematics in Engineering Education: A Review of the Recent Literature with a View towards Innovative Practices. International Journal of Research in Undergraduate Mathematics Education, 7(2), 163-188. https://doi.org/10.1007/s40753-021-00139-8

Ramírez, P., Fernández, R., Núñez, P. y Hernández, C. A. (2022). Academic Performance And Beliefs About Mathematics In College Students. Journal of Language and Linguistic Studies, 18(3), 148-160. https://files.eric.ed.gov/fulltext/EJ1379208.pdf

Rojo Robas, V., Madariaga, J. M., & Villarroel, J. D. (2020). Secondary Education Students’ Beliefs about Mathematics and Their Repercussions on Motivation. Mathematics, 8(3). https://doi.org/10.3390/math8030368

Schoen, R. C. y LaVenia, M. (2019). Teacher beliefs about mathematics teaching and learning: Identifying and clarifying three constructs. Cogent Education, 6(1), 1599488. https://doi.org/10.1080/2331186X.2019.1599488

Simonsmeier, B. A., Peiffer, H., Flaig, M. y Schneider, M. (2020). Peer Feedback Improves Students’ Academic Self-Concept in Higher Education. Research in Higher Education, 61(6), 706-724. https://doi.org/10.1007/s11162-020-09591-y

Tomaszewski, W., Xiang, N., Huang, Y., Western, M., McCourt, B. y McCarthy, I. (2022). The Impact of Effective Teaching Practices on Academic Achievement When Mediated by Student Engagement: Evidence from Australian High Schools. Education Sciences, 12(5). https://doi.org/10.3390/educsci12050358

Wang, D., Li, W., Wang, J., Song, K., Ni, Y. y Li, Y. (2023). A Parameterized Modeling Method for Magnetic Circuits of Adjustable Permanent Magnet Couplers. Mathematics, 11(23). https://doi.org/10.3390/math11234793

Wu, C., Jing, B., Gong, X., Mou, Y. y Li, J. (2021). Student’s Learning Strategies and Academic Emotions: Their Influence on Learning Satisfaction During the COVID-19 Pandemic. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.717683

Yahya, M., Suero, C. y Olifage, R. (2019). Investigating Students’ Attitude towards Learning Mathematics. International Electronic Journal of Mathematics Education, 14(1), 207-231. https://doi.org/10.29333/iejme/3997

Yuanita, P., Zulnaidi, H., & Zakaria, E. (2018). The effectiveness of Realistic Mathematics Education approach: The role of mathematical representation as mediator between mathematical belief and problem solving. PLoS ONE, 13(9), e0204847. https://doi.org/10.1371/journal.pone.0204847

Downloads

Published

2024-06-26

How to Cite

Morell Pérez, L. ., Gutiérrez De León, E. T. ., & Hernández Ramos, H. . (2024). Incidence of the belief system of engineering students, in the learning of mathematics and academic performance, Amazonian state university Ecuador, year 2023. Journal of Science and Technology El Higo, 14(1), 117–134. https://doi.org/10.5377/elhigo.v14i1.18161

Issue

Vol. 14 No. 1 (2024)

Section

Scientific articles

License

Copyright (c) 2024 Universidad Nacional de Ingeniería

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Todo el material publicado en la revista se comparte bajo la Licencia Creative Commons Attribution-NonCommercial-NoDerivatives 4.0., se permite la copia y redistribución del material en cualquier medio o formato siempre y cuando se de crédito de forma explícita a la revista, el autor y la obra, se distribuya de forma gratuita y sin hacer modificaciones al contenido.