Desentrañando el vínculo entre la ansiedad matemática y el rendimiento matemático de los alumnos de sexto grado
DOI:
https://doi.org/10.48017/dj.v10i3.3438Palabras clave:
performance academica, estratégias de ensino, programa de intervencion academicaResumen
Este estudio tuvo como objetivo evaluar la relevancia de la ansiedad matemática en relación con el rendimiento académico de 56 alumnos de sexto grado en DMMMSU-MLUC LES. Muchos estudiantes tienen dificultades en matemáticas debido a dificultades conceptuales y percepciones negativas, que aumentan la ansiedad, la inseguridad y el miedo al fracaso, lo que en última instancia dificulta el rendimiento académico. Estrategias de afrontamiento como desarrollar la autoconfianza, practicar la resolución de problemas y buscar apoyo son esenciales para controlar la ansiedad. Las intervenciones personalizadas como el aprendizaje colaborativo, las actividades prácticas y las estrategias cognitivas ayudan a fomentar la participación y reducir la ansiedad. Los sistemas de apoyo que involucran a maestros, padres y compañeros influyen aún más en la motivación y la resiliencia de los estudiantes. Se empleó un diseño de métodos mixtos, combinando encuestas cuantitativas y entrevistas cualitativas con 20 estudiantes seleccionados. Los registros académicos de los períodos de calificación 1.º y 2.º revelaron una ligera mejora en las calificaciones de matemáticas, de 87,96 a 88,88, con una media general de 88,42. La encuesta de ansiedad matemática arrojó una puntuación media de 3,30, lo que indica un nivel moderado de ansiedad. El análisis de correlación mostró una relación negativa moderada entre la ansiedad y el rendimiento (r = -0,58, p = 0,049), lo que sugiere que niveles más altos de ansiedad se asocian con un menor rendimiento académico. En respuesta a estos hallazgos, los investigadores desarrollaron un programa de intervención titulado Math3matics: Empower, Excel, Exceed. El programa incluye ejercicios para fortalecer la confianza, resolución guiada de problemas, colaboración entre pares y actividades interactivas. Promueve la instrucción guiada por el docente y enfoques de aprendizaje centrados en el estudiante para mejorar la competencia matemática, reducir la ansiedad y fomentar una mentalidad de crecimiento. Los resultados enfatizan la importancia de abordar los factores emocionales, instructivos y sociales para mejorar las experiencias y los resultados de los estudiantes en matemáticas.
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Derechos de autor 2025 Edmalyn Galano, Patricia Mae Calica, Jae Anne Nisperos, Helen Marie Zaragoza, Lailanie Soriano, Oscar Jr. Ancheta
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