Resumen

PONCE-FRETEL, Santiago Elí  y  MAMANI-RAMOS, Angel Anibal. Influence of feedback on motivation for learning mathematics. Horizontes Rev. Inv. Cs. Edu. [online]. 2024, vol.8, n.34, pp.1387-1401.  Epub 25-Jul-2024. ISSN 2616-7964.  https://doi.org/10.33996/revistahorizontes.v8i34.804.

Managing participatory, autonomous and lifelong learning is often a strenuous task that few are willing to assume. There is a strong conviction that this situation is a product of the limited communication between the one who teaches and the one who learns. The objective of the research was to establish the relationship between feedback and motivation for learning mathematics in undergraduate students of a public university in Lima. The study corresponds to a cross-sectional correlational design. The sample consisted of 179 students, who were administered two questionnaires, one on feedback (α = .94) and the other on motivation (α = .93). The results showed a significant and direct correspondence between feedback and motivation for learning mathematics (r = .658; p = .000). Finally, it was concluded that the better the feedback is provided, the better the motivation for learning mathematics.

Palabras clave : Learning; Mathematics; Extrinsic motivation; Intrinsic motivation; Feedback.

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