Entorno familiar y el rendimiento escolar en el tercer año de educación general básica Family environment and school performance in the third year of basic general education

Abstract

Given the notable importance of family support in the school performance of basic education students, this research is carried out with the objective of describing the importance of the family environment for school performance in the Third year of Basic General Education of the Unit Educational Carlos Vélez Verduga. As a methodological procedure, it responded to a positivist paradigm with a quantitative approach, it was developed through a field design based on a descriptive level, using the survey and the questionnaire with scalar response items, validated by a consultant in the area of ​​the broad field of education knowledge. The population was made up of 40 children and 40 parents, carrying out a documentary review of the concentration of student grades in each of the subjects during the two semesters. Among the results, it stands out that eighty-seven percent of the students recognize the support of their parents in solving the problems that arise in a certain subject. Likewise, one hundred percent of the parents affirm that they praise their children for the good results obtained in the educational process. In addition, they maintain that they accompany and stimulate their clients in the development of reading. In conclusion, there are good affective relationships at home which are recognized by parents and children, supervision and support in the school tasks of parents towards them in solving problems, stimulation are elements that sustain family support.