The aim was to determine whether there is a relationship between anxiety and mathematical performance in sixth grade primary school students, and if gender differences exist. Mathematics anxiety is a type of anxiety that affects this specific academic area or it is triggered by it. Studies have shown that students from the beginning of adolescence show mathematics anxiety and it increases as they progress through an academic environment. There is evidence to suggest that two important factors play a role in mathematics anxiety: the educational level and gender. There is consistent evidence that girls tend to be more affected by it than boys, but this has not been studied in primary school. 149 sixth grade students (mean age 140.5 months) from four schools in two Peruvian cities participated in two assessments, one that aimed to assess their level of mathematical anxiety and one that aime...

This study had two aims. The first aim was to identify the perceptions that higher education teachers of an education faculty, in a virtual environment, have about the factors that influence the decisions of the students to carry out dishonest academic behaviors. The second aim was to identify what measures teachers implement to prevent dishonest behaviors. Academic dishonesty is understood as the set of attitudes and actions that have the purpose of deceiving another person, and are carried out when one wants to present an academic work as one's own when in reality it is not in this way, violating the norms of the institution [1]. The present work is a qualitative research of an exploratory nature and a phenomenological approach. Semi-structured interviews were used with eight teachers. Data was analyzed: first, the concept of academic dishonesty, then the mechanism used by teachers and...

The aim of this study was to determine the possible relation between higher education students' attitude towards the use of gamification with their academic performance. 'Gamification is using game-based mechanics, aesthetics and game thinking to engage people, motivate action, promote learning, and solve problems' [1, p. 10]. 280 first year university students taking a basic mathematics course participated in the study. Gamification activities were part of the course. Students were asked to answer a survey that measured their attitude towards the gamification activities and a survey that assessed their motivation. Students were also assessed on mathematical achievement. Correlations between the measures were carried out to find out if there is a relationship between their attitude toward these activities, their motivation and their performance. Results show that there was a significant ...