Explanatory model of academic performance in mathematics in high school students
Abstract
The research is explanatory with no transactional experimental design, correlational- causal, the overall objective was to establish a descriptive model of academic performance in mathematics in secondary school female students, the specific objectives identified relationships and explaining the contribution of the cognitive and affective component of attitudes, functional and behavioral competencies of job performance, and classroom activities, compared to academic performance. The probabilistic sampling was not intentional. The sample group consisted of 792 students divided into 24 sections of five grades. The instruments used were Survey of student opinion on the teaching performance of teachers, the scale attitudes toward mathematics in middle and university education, the annual job performance evaluation of teachers, the Stallings test, and official records of evaluation. In the research, the correlations between the study variables, their factors, dimensions and components were determined; We also found eleven predictive models and a model of structural equations of covariations that contribute to the explanation of academic performance. These results indicate that the predictors of the opinion are: the obligations in class, the assessment, the program, the teacherstudent relationship and the evaluation, which together explain 90%; anxiety 50%, confidence 44%, motivation 37% and liking explain 70% of the variability of attitudes.
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