Browsing by Author "Hidalgo Juela, Melany del Rocio"

Now showing 1 - 1 of 1
  • No Thumbnail Available
    Item
    Hábitos de estudio y brecha de género en el rendimiento académico matemático en la educación secundaria del Ecuador
    (Universidad Técnica de Cotopaxi (UTC). Pujilií. Pedagogía de las Ciencias Experimentales, 2026-11-10) Hidalgo Juela, Melany del Rocio; Llamba Sandoval, Sofia Aracely; Guaypatín Pico, Oscar Alejandro
    The study is grounded in the premise that study habits are automatic behaviors facilitating self-regulated learning, wherein mathematical performance is recognized as a multifactorial phenomenon influenced by cognitive, emotional, and sociocultural variables. The issue at hand centers on the low level of mathematical competence in Ecuador, where students achieve averages below minimum proficiency levels, scoring 699 out of 1,000 points. Consequently, the research aimed to analyze the relationship between study habits and the gender gap in mathematical academic performance among secondary school students, utilizing institutional and INEVAL data from 2021 to 2025. The methodology employed a positivist paradigm with a quantitative approach and a non-experimental, cross-sectional, correlational-explanatory design, involving surveys and document analysis with a sample of 94 students. Key results revealed a very strong positive correlation (Rho = 0.956; p < 0.01) between the quality of study habits and academic performance. Furthermore, statistical tests determined that there were no significant gender-based differences regarding habits (p = 0.298) or performance (p = 0.214), with a small effect size (r < 0.16). National reports confirmed a convergence of scores, with a mean of 697 points for males and 696.6 for females. Thus, the findings indicate that the gender gap has narrowed significantly and does not act as a determining factor in academic success. Mathematical performance is closely linked to student autonomy and discipline; therefore, educational policies should prioritize the development of effective study techniques regardless of gender