The Relationship between attitudes and study habits with the academic performance of entrants to the New Teacher Training Year 2022
DOI:
https://doi.org/10.57201/ieuna2424623Keywords:
Study habits, Attitude towards study, Teacher training, Academic performance, Higher educationAbstract
In 2019, the Ministry of Education and Science (MEC) began the implementation of the New Teacher Training (NFD) with the aim of improving the quality of the profile of entry to teacher training (FD). This study aimed to determine the relationship between attitudes, study habits, and academic performance (AR) in Mathematics, Spanish, and Guarani of those entering the New Teacher Training. A quantitative approach of correlational scope was used, surveys were applied to incoming students in 13 teacher training institutions, in 2022, to know their habits and attitudes towards studying, the RA was obtained from the results of the points obtained in the entrance exams. The results indicate that there is a significant association between students' attitudes and their AR in Spanish (contingency coefficient [CC] = 0.132, p < 0.05) and Guarani (CC = 0.139, p < 0.05), with a low strength of association. No statistically significant relationships were found between study habits and RA in any of the areas. These findings suggest that while good study habits are essential, they alone may not guarantee academic success.
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