Barriers to learning and participation: Perceptions of teachers at a public university in Sinaloa.

Abstract

The purpose was to know the barriers to learning and participation and the relationship between attitudinal-social and organizational-methodological indicators in 81 public university teachers in Mazatlán, Sinaloa. A cross-sectional, descriptive, and correlation design was used with convenience sampling. A data sheet for detecting barriers to learning and participation was used to analyze the classroom context (Pizarro, 2019; Leal, s.f.). A predominance of men was found, with an average age of 45.47 and 13.61 years of teaching experience. There was no significance in the barriers overall (p>.05) but with very significant differences by indicators (p<.01). With many barriers (43.2%), there was a positive and very significant association between attitudinal-social (p<.01) and organizational-methodological indicators (p<.01).