Predictor Variables Of Academic Success In Mathematics Under A Binary Logistic Regression Model

In recent years, many investigations have been carried out to identify the different factors that influence academic achievement in mathematics. Although the list is extensive and diverse, this paper focuses on determining whether the affective domain, mathematical processes and pedagogical practices influence academic achievement in mathematics. The research considers a quantitative approach at a cross-sectional descriptive level. The sample consisted of 2,450 students from a Colombian department from fourth to eleventh grade (ages 8 to 20 years). The instrument was composed of 90 items that evaluated the affective domain, mathematical processes, pedagogical practices and academic performance, with responses on a five-level Likert scale. The independent variables considered were affective domain, mathematical processes and pedagogical practices, and the dependent variable was academic performance. The adjustment obtained resulted in a binary logistic model, where the categories considered were pass or fail, which allowed 95% of those who passed to be correctly classified, although, at a global level, its effectiveness was close to l 87%. It should be noted that none of the aspects associated with teachers’ pedagogical competencies in their classroom work was significant in constructing the model.&nbsp

Mathematics beliefs questionnaire: psychometric properties

Este artículo describe el análisis de la fiabilidad de la contextualización del Cuestionario de «Dominio Afectivo en la Resolución de Problemas Matemáticos», en lo correspondiente a las creencias sobre las matemáticas para conseguir un instrumento contextualizado y confiable con el que se puedan identificar y caracterizar las creencias de los estudiantes colombianos de educación básica y media sobre las matemáticas, diferenciando si pertenecen o no a contextos de vulnerabilidad social. Se realizó un muestreo probabi­lístico por el método de conglomerado multinivel, quedando la muestra conformada por 1039 estudiantes de Cúcuta y Villa del Rosario, con una edad media de 13.76 años y una desviación estándar de 2.34 años. La fiabilidad de la contextualización del instrumento dio un coeficiente alfa de Cronbach 0.940 tanto el total del instrumento como valores desde aceptables hasta altos para cada una de las dimensiones. El coeficiente de Spearman-Brown para longitud igual da un valor de correlación de 0.920, así como el coeficiente de dos mitades de Guttman dio 0.918, como también valores desde aceptables hasta altos para cada una de las dimensiones que conforman el instrumento. El análisis factorial confirmatorio (AFC) ratifica las cuatro dimensiones o factores propuestos teóricamente. Se concluye que la contextualización del instrumento para evaluar las creencias sobre las matemáticas llevada a cabo presenta una alta consistencia interna estadística y un alto grado de confiabilidad. Esta conclusión lo hace un instrumento adecuado para el estudio de las creencias en estudiantes en el contexto colombiano.This article describes the confidence analysis of the contextualization of the “Affective Mastery in Solving Mathematical Problems”, in what corresponds to the beliefs about mathematics to obtain a contextualized and reliable instrument with which the beliefs of Colombian students of basic and secondary education about mathematics can be identified and characterized, differentiating whether or not they belong to contexts of social vulnerability. A probabilistic test was carried out using the multilevel conglomerate method, leaving the sample made up of 1039 students from Cúcuta and Villa del Rosario, with a mean age of 13.76 years and a standard deviation of 2.34 years. The reliability of the contextualization of the instrument gave a Cronbach's alpha coefficient of 0.940 for both the total instrument and values ​​from acceptable to high for each of the dimensions. The Spearman-Brown coefficient for equal length gives a correlation value of 0.920, as well as the Guttman half-dose coefficient gave 0.918, as well as acceptable values ​​from low to high for each of the dimensions that make up the instrument. Confirmatory factor analysis (CFA) ratifies the four dimensions or factors theoretically, It is concluded that the contextualization of the instrument to evaluate the beliefs about the mathematics carried out presents a high statistical internal consistency and a high degree of reliability. This conclusion makes it an adequate instrument for the study of beliefs in students in the Colombian context