Student Motivation and Mathematics Learning in High School: Case of José María Velasco Ibarra Educational Unit, 2024–2025

Abstract

This academic paper describes the research conducted on the motivation demonstrated by first year high school students towards learning mathematics in the case of the José María Velasco Ibarra Educational Unit during the 2024-2025 academic period. The low performance of students in this subject is often attributed to a lack of motivation that is influenced by several factors such as traditional modes of teaching, mathematical anxiety, negative perceptions of the subjects, and content lacking applicability in the real world. This type of study can be placed within the quantitative paradigm with a non-experimental, descriptive cross-sectional correlational design. Structured surveys were administered to a sample of 102 students, of which 81 made up the sample. The results of this research will understand the links that are established in motivation and learning to become a learning where innovative pedagogical strategies and tools such as GeoGebra are integrated and used in the classroom, participation processes that promote active learning and maintain a balanced level of academic performance sustained in the educational context. It is concluded that motivation, both intrinsic and extrinsic, is the main driver for creating meaningful learning experiences in mathematics.