Motivation in Learning Quadratic Equations among High School Students: An Effective Educational Approach

Abstract

Motivation is one of the most relevant factors in the teaching and learning process of mathematics, particularly in topics that require high levels of reasoning and abstraction, such as quadratic equations. The objective of this study was to analyze the influence of motivation on the learning of quadratic equations among high school students at Francisco Huerta Rendón Educational Institution, located in Guayaquil, Ecuador. The research was conducted using a quantitative approach with a non-experimental, descriptive, and cross-sectional design. Data were collected through a structured multiple-choice questionnaire administered to 42 students, aimed at identifying motivational factors, teaching strategies, and aspects related to the understanding of quadratic equations. The results showed that dynamic classes, teacher support, and the contextualization of content are valued by students as factors that enhance their interest and participation in the learning process. Furthermore, an adequate understanding of the fundamental concepts associated with quadratic equations was observed, along with a positive perception of instructional resources such as mathematical games, visual materials, collaborative activities, and technological tools. The findings highlight the importance of incorporating active and innovative pedagogical strategies that contribute to strengthening motivation and promoting meaningful learning in mathematics education.