EMOTIONAL AND PEDAGOGICAL FACTORS THAT HINDER MATHEMATICS LEARNING IN ENGINEERING STUDENTS

Abstract

This study aimed to identify and analyze the emotional, pedagogical, and contextual factors that hindered mathematics learning among engineering students, in order to propose didactic strategies that could help improve academic performance. The research was conducted using a mixed-methods approach at the Unidad Acad \& eacute;mica Multidisciplinaria Mante, through interviews with students who had experienced difficulties passing mathematics courses and the application of a structured questionnaire validated by experts. The results revealed that the main obstacles included exam-related anxiety, lack of study habits, internal and external distractions during learning, and students' perception of insufficient clarity in teaching. Additionally, difficulties were documented in establishing connections between mathematical content and practical engineering situations, which generated demotivation and insecurity. Perceptions of limited pedagogical support, scarce feedback, and the underuse of innovative teaching strategies also contributed to reinforcing barriers in the learning process. It was concluded that mathematical performance was affected by a combination of emotional, cognitive, and methodological factors that influenced attention, comprehension, and students' willingness to study. Among the recommendations were the redesign of teaching strategies focused on developing mathematical thinking, the promotion of tutoring, and the strengthening of intrinsic motivation. The study provided a contextualized and relevant perspective on the causes of low performance in mathematics, offering valuable insights for transforming mathematics education in engineering programs.