Student’s attitude toward Computer and Mathematics, Interaction and Engagement in the teaching-learning process: Empirical study on Accounting, Management, Economy, International Commerce and Marketing undergraduate students
Arturo García-Santillán, Milka Elena Escalera Chávez, Patricia Boggero-Correa, Juan Antonio Vela-Aguilar

Abstract
The study takes the scale proposed by Galbraith and Hines (1998), about Mathematics confidence, Mathematics motivation, Computer confidence, Computer motivation, Computer and Mathematics interaction and Mathematics engagement. A total of 303 questionnaires were applied to undergraduate students in Accounting, Management, Economy, International Commerce and Marketing. The statistical procedure was the factorial analysis with extracted principal component. The Hypothesis: Ho: ρ = 0 has no correlation Ha: ρ ≠0 have correlation. The results obtained by the Kaiser-Meyer-Olkin (KMO) and Bartlett's test of shpericity (2calculated ) 92.902 > 2 tables, Sig. 0.00 p< 0.01 KMO 0.668; Measure sample adecuacy (MSA): (CONFIMA 0.682; MOTIMA 0.639; COMPROMA 0.716; CONFICOM 0.688 and INTEMACO 0.660) provide evidence to reject the nul hypothesis (Ho). Thus, the variables implicated Mathematics confidence, Mathematics motivation, Computer confidence, Computer motivation, Computer-Mathematics interaction and Mathematics engagement; help understand the student’s attitude toward mathematics and technology.

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