Ansiedad matemática y desempeño académico en estudiantes en la formación básica de ingeniería

Abstract

The objective of the study is to analyze the relationship that exists between perceived mathematical anxiety and academic performance in engineering students at a private university in Barranquilla, Colombia. The methodology was quantitative and with a descriptive-correlational design. The instrument used was the Abbreviated Mathematical Anxiety Scale (AMAS), in its Spanish adaptation. Academic performance was based on data from the Institution's Information System and was categorized according to current regulations. The sample was 87 students. The results do not evidence a relationship between mathematical anxiety and academic performance. Instead, the results show relationships between student age and engineering subject and between global mathematical anxiety and engineering. This study proposes other related variables to explain the complex problem of learning mathematics. In conclusion, the descriptive results suggest that there is a high percentage of moderate anxiety among students.