Publication: Creencias y rendimiento académico en matemáticas en el ingreso a carreras de ingeniería
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2022-12-22
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Universidad de Oviedo
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En este artículo se describe la naturaleza de los sistemas de creencias de un grupo de estudiantes postulantes a carreras de Ingeniería en la Universidad Nacional de Concepción de Paraguay. Se identifican las relaciones entre creencias y rendimiento académico en matemáticas. Asimismo, se examina la validez y fiabilidad del cuestionario CreeMat utilizado para este contexto. La población estuvo integrada por 113 estudiantes, y el muestreo fue no probabilístico y con participación voluntaria. Se implementaron diferentes técnicas de minería de datos para modelizar la relación entre las creencias y el rendimiento académico en matemáticas: Regresión Lineal Múltiple, Regresión de Mínimos Cuadrados Parciales y Redes Bayesianas. Los resultados ponen de manifiesto las relaciones entre diferentes dimensiones de creencias y el rendimiento, en las que cabe destacar las creencias positivas sobre la resolución de problemas y la dimensión afectiva y conductual relativa al compromiso del alumno con el aprendizaje matemático. Se confirma la validez y fiabilidad del cuestionario para esta población y contexto.
This article describes the nature of the belief system shared by a group of students who are applying for engineering degrees at the Universidad Nacional de Concepción in Paraguay. The relationships between beliefs and academic performance in mathematics are identified. The validity and reliability of the CreeMat questionnaire used in this context is also examined. The population consisted of 113 students, and the sampling was non‑probabilistic and with voluntary participation. Different data mining techniques were implemented to model the relationship between beliefs and academic performance in mathematics: Multiple Linear Regression, Partial Least Squares Regression, and Bayesian Networks. The results show relationships between different dimensions of beliefs and performance, in which positive beliefs about problem solving and the affective and behavioural dimension related to the student’s commitment to mathematical learning stand out. The validity and reliability of the questionnaire for this population and context is confirmed.
This article describes the nature of the belief system shared by a group of students who are applying for engineering degrees at the Universidad Nacional de Concepción in Paraguay. The relationships between beliefs and academic performance in mathematics are identified. The validity and reliability of the CreeMat questionnaire used in this context is also examined. The population consisted of 113 students, and the sampling was non‑probabilistic and with voluntary participation. Different data mining techniques were implemented to model the relationship between beliefs and academic performance in mathematics: Multiple Linear Regression, Partial Least Squares Regression, and Bayesian Networks. The results show relationships between different dimensions of beliefs and performance, in which positive beliefs about problem solving and the affective and behavioural dimension related to the student’s commitment to mathematical learning stand out. The validity and reliability of the questionnaire for this population and context is confirmed.
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