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ORIGINAL RESEARCH article

Front. Educ.
Sec. Digital Education
Volume 9 - 2024 | doi: 10.3389/feduc.2024.1466021
This article is part of the Research Topic Psychological Well-Being and Digitalization in Education View all 19 articles

Attitudes towards mathematics and virtual teaching of students in the context of COVID-19: Validation and reliability of instruments

Provisionally accepted
Isis Schmitt-Cerna Isis Schmitt-Cerna 1Maritza Ramírez-Olascuaga Maritza Ramírez-Olascuaga 1Wendy Arhuis-Inca Wendy Arhuis-Inca 2*Miguel Ipanaqué-Zapata Miguel Ipanaqué-Zapata 3Sarai R. Arhuis-Inca Sarai R. Arhuis-Inca 4Janina Bazalar-Palacios Janina Bazalar-Palacios 5
  • 1 Universidad Nacional del Santa, Nuevo Chimbote, Peru
  • 2 Universidad Señor de Sipán, Chiclayo, Peru
  • 3 Universidad Privada Norbert Wiener, Lima, Peru
  • 4 Universidad César Vallejo, Nuevo Chimbote, Peru
  • 5 Universidad Tecnológica del Perú, Lima, Peru

The final, formatted version of the article will be published soon.

    Background: There are few instruments to assess attitudes towards mathematics and virtual teaching; Likewise, there are methodological limitations to study this phenomenon in high school students. The present study aims to evaluate the psychometric properties of the instruments of attitudes towards mathematics and the perception of virtual teaching during COVID-19 in high school students in Peru. Methods: A total of 400 students participated. The research utilized exploratory and confirmatory factor analyses to evaluate the attitudes mathematics and the perception of virtual teaching instruments' structure, and assessed reliability through Cronbach's Alpha (α), Ordinal Alpha (ordinal α), and Omega (Ω) indicators. Results: Exploratory factor analysis showed that Model 2, with factor loadings above 0.40, was the most suitable for both instruments. This model demonstrated acceptable fit indices (CFI and TLI > 0.90; RMSEA and SRMR < 0.08) and internal consistency (α, ordinal α, and Ω > 0.60). Furthermore, confirmatory factor analysis validated a five-dimensional structure for attitudes toward mathematics and a six-dimensional structure for perceptions of virtual teaching. Conclusion: Both instruments are valid and reliable for assessing these attitudes and perceptions within the context of virtual education during the COVID-19 pandemic. Strengthening mathematical skills through targeted research and interventions is essential to addressing pandemic-induced gaps. .

    Keywords: psychometric properties, attitudes, Mathematics, Virtual teaching, COVID-19

    Received: 17 Jul 2024; Accepted: 09 Oct 2024.

    Copyright: © 2024 Schmitt-Cerna, Ramírez-Olascuaga, Arhuis-Inca, Ipanaqué-Zapata, Arhuis-Inca and Bazalar-Palacios. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

    * Correspondence: Wendy Arhuis-Inca, Universidad Señor de Sipán, Chiclayo, Peru

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