Social support in the educational context for indicators of competitive weakness in the mathematics area of high school students in Ecuador

Abstract

The general objective of this study was to understand the factors that influence high school students' attachment and detachment towards mathematics in Ecuador. The problem that motivated the research is the low motivation and performance in mathematics among students, especially women, reflected in unfavorable results in international assessments. The population was composed of high school students from Ecuador, and the sample was selected in a representative manner from different educational institutions. To ensure the reliability of the questionnaire, Cronbach's alpha was calculated, which was 0.982, indicating excellent internal consistency. A quantitative methodology of a descriptive and correlational type was used, complemented by an exploratory factor analysis to identify the key dimensions of attachment to the subject. The data were collected through self-reported questionnaires applied in a cross-sectional design. The most important conclusion is that social support and a favorable educational environment are strongly related to greater attachment and performance in mathematics, which underlines the importance of strengthening teacher and family support to improve students' perception and motivation towards this subject.