Social, educational and personal factors predictive of performance in mathematics, a causal model
Academic performance represents a multidimensional phenomenon that can be approached from different points of view, also taking into account different causes, their links and implications. In view of the above, this paper proposes the elaboration of a causal model that explains the relationships bet...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | Spanish |
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Universidad Nacional del Nordeste
2020-12-01
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| Series: | Revista de la Facultad de Ciencias Económicas |
| Subjects: | |
| Online Access: | https://revistas.unne.edu.ar/index.php/rfce/article/view/4567 |
| Summary: | Academic performance represents a multidimensional phenomenon that can be approached from different points of view, also taking into account different causes, their links and implications. In view of the above, this paper proposes the elaboration of a causal model that explains the relationships between certain extrinsic and intrinsic factors and the performance in a subject in the area of Mathematics. The sample consisted of 142 young people, belonging to the National University of Technology, Resistencia Regional Faculty, Argentina, with an average of 19.75 years (SD = 1.42). The study responds to a methodological design of a non-experimental nature, with a descriptive style by means of a survey, a quantitative line, a cross-section and a correlational profile. In the context of the statistical technique analysis of covariance structures, through the criteria assumed (residues and iterations), as well as the descriptive and practical indexes chosen (global indicators), it was possible to verify that the proposed representation conforms to the empirical model and would be useful to explain the variability of academic results in the subject of interest. Based on the proposed final model, it was possible to suggest some measures of socioeducational intervention in order to promote effective solutions to the problem of the phenomenon under study. |
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| ISSN: | 1668-6365 1668-6357 |