The effects of motivation on teaching and learning in common core subjects

Abstract

Common core subjects have been classified by students as “difficult or complicated”, however, any teaching-learning strategy that the teacher can implement in the classroom will ultimately not be energetic if the main actor does not find himself motivated to study, taking up the reflection of Monereo (1993): “a learning strategy is efficient as long as the student makes conscious and intentional decisions to achieve a certain demand or objective”; therefore, this research was generated as a result of the failure and dropout rates that are generated in the common core subjects of the first semester of engineering: Agronomy, Business Management and Communication and Telecommunications Technologies, taking into account that the new enrollment was the lowest in the last 6 continuous years, based on a sample of 65% of the 1st semester students of the TecNM Roque extension Apaseo el Alto with the purpose of evaluating how motivation impacts the academic journey.