La motivación y el rendimiento académico

Abstract

The present investigation titled, “Motivation and academic performance” of the students of the “Fe y Alegría” Educational Unit, is based on a mixed approach that institutes qualitative and quantitative data, establishing three types of research levels: descriptive, exploratory and correlational. This was approached through a bibliographic-documentary and field analysis modality, with a sample of 90 students of eighth, ninth, tenth, first and second year of high school. The instrument applied for the independent variable was the questionnaire of motivational and learning strategies (MSLQ), and for the dependent variable, academic performance, it was established to use the relevant grades of all those who accessed the study. The results obtained from the study, by means of Spearman's Rho correlational coefficient. Inherently determined the alternative hypothesis, which states that: Motivation does have an impact on the academic performance of students in the upper elementary and high school. This establishes the importance of designing meaningful strategies and activities, promoting inclusive learning with the aim of improving the quality and performance of each of the individuals who are under the academic training process