La influencia de la familia en el rendimiento académico de los estudiantes de segundo año de educación general básica

Marienela del Cisne  Neira Sarango; Carmen Flor  Jaramillo Valladolid; Evelyng Jasmín  Henríquez Antepara; Giselle Aurelia  Rodríguez Caballero

doi:10.51736/sa.v7iEspecial 4.303

Authors

Marienela del Cisne Neira Sarango Bolivarian University of Ecuador, 092405 Durán, Ecuador https://orcid.org/0009-0000-5952-2717
Carmen Flor Jaramillo Valladolid Bolivarian University of Ecuador, 092405 Durán, Ecuador https://orcid.org/0009-0002-7216-893X
Evelyng Jasmín Henríquez Antepara Bolivarian University of Ecuador, 092405 Durán, Ecuador https://orcid.org/0000-0001-7465-2376
Giselle Aurelia Rodríguez Caballero Bolivarian University of Ecuador, 092405 Durán, Ecuador https://orcid.org/0000-0002-5368-6371

DOI:

https://doi.org/10.51736/sa.v7iEspecial%204.303

Keywords:

family, academic performance, parental involvement, General Basic Education, awareness workshops

Abstract

The importance of the family environment on students' educational performance has been a growing topic of interest in educational research. This study set out to investigate how the family can positively influence the academic performance of children in the second year of General Basic Education. A quasi-experimental study was carried out in the Unidad Educativa Ambato, where workshops designed to improve parental involvement in their children's educational process were implemented. The sample consisted of 26 students and their parents, who participated in eight workshops during the second semester of 2023. Various methods and techniques, such as pretest/posttest analysis, analysis of variance (ANOVA), related samples t-tests, Wilcoxon tests and regression analysis, were used to assess changes in academic performance, motivation and classroom behaviour before and after the intervention. The results obtained indicated significant improvements in grades, as well as in academic motivation and classroom behaviour, after participation in the workshops. In addition, regression analysis revealed that both intrafamilial communication and workshop attendance were significant predictors of academic performance, with an overall model fit of R² = 0.45 (p < 0.001). These findings highlight the importance of parents‘ active involvement in their children's educational process and underline the positive impact that family awareness programmes can have on students’ academic performance.

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