Factores Asociados al Rendimiento en Matemáticas de Estudiantes Españoles en Educación Primaria
Palabras clave:
Factores asociados, Rendimiento, Matemáticas, Ansiedad, Autoeficacia
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0.
Resumen
El presente estudio analiza el efecto de los factores del estudiante sobre el rendimiento en matemáticas en función del género a partir de la base de datos de TIMSS 2019 en España, en el que participaron 9512 estudiantes de 4º curso de Educación Primaria. Se ha realizado un Análisis Factorial Exploratorio (KMO= .941 y nivel de significación de Bartlett =.000) sobre los 18 ítems del cuestionario del alumnado, ordenados en una escala de Likert de 4 niveles (1=Muy en desacuerdo y 4=Muy de acuerdo), pruebas t de Student y Análisis de Covarianzas (ANCOVA). Se han identificado tres factores: la actitud, la ansiedad y la autoeficacia en matemáticas. Los resultados muestran que las niñas experimentan más ansiedad ante las matemáticas que los niños, aunque tiene más efecto sobre el rendimiento de ellos. En la autoeficacia, el segundo factor más influyente, se encontraron mayores diferencias entre niños y niñas, con más efecto sobre el rendimiento de ellos. La actitud es el factor que tiene menos efecto sobre el rendimiento. Esto constituye una aportación relevante para reducir la brecha de género en educación secundaria.
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