Student motivation and Mathematics learning in high school: case of José María Velasco Ibarra Educational Unit

Authors

DOI:

https://doi.org/10.62697/rmiie.v5i2.321

Keywords:

Motivation, learning, high school, academic performance, mathematics

Abstract

The article analyzes student motivation as a determining factor in mathematics learning among first-year high school students at José María Velasco Ibarra Educational Unit in Ecuador during the 2024–2025 academic period. It is based on the recognition that motivation, both intrinsic and extrinsic, directly influences academic performance, persistence, and attitudes toward the subject. The research adopted a quantitative approach with a non-experimental, descriptive, and correlational design, applying a Likert-type questionnaire to a representative sample of 81 students selected from a population of 297. The results show that the majority demonstrate moderate to high levels of intrinsic motivation: more than 85% report frequently enjoying learning mathematics, and 51% state that they always feel satisfied when solving complex problems. Likewise, extrinsic motivation is significant: 79% strive to obtain good grades, and 78% perceive mathematics as useful for their future professional careers. Although a small number of low-motivation cases were identified, the overall trend is positive. Statistical analysis confirms a correlation between motivation and academic performance, highlighting the importance of strengthening active, contextualized, and student-centered pedagogical strategies. It is concluded that enhancing motivation contributes not only to improved mathematics performance but also to students’ overall development and future academic preparation.

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Published

2026-04-01

How to Cite

Espinales-Navia, L. L., & Triana-Litardo, F. E. (2026). Student motivation and Mathematics learning in high school: case of José María Velasco Ibarra Educational Unit . Revista Mexicana De Investigación E Intervención Educativa, 5(2), 66–75. https://doi.org/10.62697/rmiie.v5i2.321

Issue

Vol. 5 No. 2 (2026): Innovación educativa y desafíos contemporáneos para la inclusión y el desarrollo integral (abril-junio)

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Artículos

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Copyright (c) 2026 Lisseth Lourdes Espinales-Navia, Freddy Enrique Triana-Litardo

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