Understanding student motivation and self-efficacy in differential calculus: Evidence from a technology-based learning approach

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The present study analyzed student perceptions of an alternative educational modality for the teaching of differential calculus at an Ecuadorian university. A 20-item questionnaire was applied to 70 engineering students, evaluated by exploratory and confirmatory factor analysis, and complemented with multiple regression models and student’s t-tests. The results confirmed a four-factor structure: teaching modality and experience, practices and resources, theoretical classes and demand, and self-efficacy and academic performance. The model showed adequate fit and validity indices, consolidating the relevance of the instrument. Likewise, self-efficacy emerged as the central factor, both for its predictive role in the other components and for being the aspect most highly valued by the students. These findings show the relevance of considering organizational, methodological and motivational dimensions in the design of innovative pedagogical proposals to strengthen learning in highly demanding subjects such as differential calculus.