Exploring Beliefs about Learning Mathematics: A Reliability and Factor Analysis Study with Elementary and Middle School Students
DOI:
https://doi.org/10.18041/2382-3240/saber.2024v19n1.11413Keywords:
Children, adolescents, migration, refugee, ICT, children, researchAbstract
In education, students’ beliefs about mathematics have a significant impact on their academic performance and motivation. This study, conducted in the metropolitan area of Cúcuta, Colombia, aimed to validate an instrument to quantify these beliefs, evaluating its reliability, internal consistency and factorial structure. A quantitative methodology was adopted, using a descriptive and correlational design, and a sample of 1039 elementary and middle school students was selected. The instrument used was a questionnaire composed of 36 items with a Cronbach’s Alpha coefficient of 0.941, which shows high reliability. Exploratory and confirmatory factor analysis was carried out to identify the dimensions that structure beliefs about mathematics. The results reveal five predominant factors that explain more than 56.7% of the variability in students’ beliefs: about the mathematics teacher and his or her teaching, the difficulties of learning mathematics, mastery and self-efficacy in mathematics, the usefulness of mathematics, and being mathematically competent. These factors span a broad spectrum of perceptions and highlight the importance of addressing these beliefs in order to optimise academic performance. The findings are illuminating for guiding the creation of effective pedagogical interventions to enhance mathematics education.
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