Attitude towards learning mathematics in high school students

Abstract

The purpose of this study was to make a diagnosis of the attitude towards learning mathematics in students from three private high school institutions located in Chiapas, Mexico in the 2020-2021 school year. A design was used quantitative, descriptive, cross-sectional and non-experimental. The population consisted of 253 students who responded to the Questionnaire on Attitude towards Mathematics. Descriptive statistics and analysis of variance were used for data analysis. The results obtained showed that the dimension best valued by the students is cognitive (M = 3.72), while the behavior dimension obtained the lowest level of evaluation (M = 2.80). When analyzing the scales, it was found that 88.1% of the participating students showed an indifferent attitude towards learning mathematics. The analysis of variance showed that there is a significant difference in the level of attitude towards learning mathematics compared to school (p = 0.036).