Creencias y actitudes hacia la física y su relación con el rendimiento académico
| Pages | 1-12 |
| Date | 05 July 2026 |
| Published date | 05 July 2026 |
| Author | Danny Damian Morocho Angamarca,Jessica Katherine Gaona Alvarado |
| Subject Matter | Social Sciences |
Creencias y actitudes hacia la física y su relación con
el rendimiento académico
Beliefs and attitudes toward physics and their relationship to academic
performance
Recibido: 08/07/2025 - Aceptado: 06/10/2025
Danny Damian Morocho Angamarca
https://orcid.org/0009-0002-0454-8105
danny.morocho@unl.edu.ec
Universidad Nacional de Loja. Loja, Ecuador
Jessica Katherine Gaona Alvarado
https://orcid.org/0000-0002-2187-1089
jessica.gaona@unl.edu.ec
Universidad Nacional de Loja. Loja, Ecuador
Resumen
Las actitudes y creencias hacia la física están influenciadas por factores individua les, educativos y sociales q ue
inciden directamente en el rendim iento académico. El presente estudio tuvo como objetivo analizar la relación
entre las creencias y actitudes hacia la física y el rendimiento académico en estudiantes de Bachillerato General
Unificado (BGU). Se empleó un enfoque cuantitativo con un diseño no experimental, de tipo transversal y alcance
correlacional, en una muestra de 301 est udiantes. El instrumento fue validado por siete expertos en enseñan za
de la física, se aplicó una prueba piloto y se evaluó su fiabilidad mediante e l coeficiente alfa de Cronbach. Para
el análisis de las variables, se calculó el coeficiente de correlación de Spearman entre las dimensiones evaluadas
y el rendimiento académico, además de aplicar pruebas t de Student para contras tar diferencias de medias. Los
resultados revelaron correlaciones positivas y estadísticamente significativas entre el rendimiento académico en
física y dimensiones como el interés por la materia, la autoeficacia, la actitud hacia el aprendizaje de la física, la
percepción del docente y e l contexto educativo. Asim ismo, se observó que las estudiantes mujeres obtuvieron,
en promedio, un rendimiento académico superior al de los hombres, y que la variable sexo mostró una asociación
significativa con el rendimiento únicamente en el grupo femenino. En conclusión, el estudio confirma que
mantener creencias y actitudes positivas hacia la física se asocia con un m ejor rendimiento académ ico en esta
asignatura, lo que resalta la importancia de fortalecer estrategias pedagógicas orientadas al desarrollo de
percepciones favorables hacia la ciencia en el contexto escolar.
Palabras clave: actitud hacia la física, creencias hacia la física, rendimiento académ ico.
Abstract
Attitudes and beliefs toward physics are influenced by individual, educational, and social factors that directly affect
academic performance. The present study aimed to analyze the relationship between beliefs and attitudes toward
physics and academic performance in General Unified Baccalaureate (BGU) students. A quantitative a pproach
was used with a non-experimental, cross-sectional, correlational design in a sample of 301 students. The
instrument was validated by seven experts in physics teaching, a pilot test was conducted, and its reliability was
evaluated using Cronbach's alpha coefficient. For the analysis of the variables, Spearman's correlation coefficient
was calculated between the dimensions evaluated and academic performance, and Student's t-tests were applied
to compare differences in m eans. The results revealed positive and statistica lly significant c orrelations between
academic performance in physics and dimensions such as interest in the subject, self-efficacy, att itude toward
learning physics, perception of the teacher, and educational context. Likewise, it was observed that female
students obtained, on average, higher academic performance than male students, and that t he gender var iable
showed a significant association with performance only in the female group. In conclusion, the study confirms that
maintaining positive be liefs and attitudes toward physics is associated with better academ ic performance in this
subject, highlighting the importance of strengthening pedagogical strategies aimed at developing favorable
perceptions of science in the school context.
Keywords: attitude toward physics, beliefs about physics, academic perform ance.
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