Attention on the Academic Performance of Mathematics

Attention is a key in the learning process, so this study proposed to determine the influence of attention on academic performance in Mathematics. The Toulouse Piéron Attention and Perception Test was applied for evaluating the students’ level of attention. The methodology used has a mixed approach, that is, both qualitative and quantitative, the levels of research implemented were descriptive, exploratory and correlational, with field, documentary and bibliographic modality. The population consisted of 51 students belonging to the fifth grade. For the analysis and discussion of results, SPSS was used, for the reliability of statistical data the Cronbach's alpha having a value of 0.917. In the results obtained after applying the Toulouse Test and after the analysis of the grades records of the mathematics subject, the level of significance α = 0.05 was used, which in turn represents 95% confidence, obtaining a bilateral significance of 0.001 so it was concluded that there is a high correlation between the variables, since the value of p = 0.001 and this to be less than α = 0.05 and according to the golden rule, the null hypothesis (H0) is rejected and the alternative hypothesis (H1) is accepted in which it is mentioned that attention influences the academic performance of the area of mathematics. It was concluded that most students have a high attention level, and the rest between the medium and low attention level, which are directly related to the grade scale.