Estructura familiar y el rendimiento académico en estudiantes

Abstract

Family structure plays a crucial role in the development and welfare of each member. Since, the quality of family relationships, emotional support, and the distribution of responsibilities are element keys that are influenced by their specific configuration. That is why, family structure significantly impacts children's educational environment. In the same way, families that provide a stable environment, emotional support, and value education tend to favor more positive academic performance. Furthermore, open communication impacts the student's motivation and attitude toward learning. Therefore, parents' active involvement in education strengthens the connection between home and school, contributing to children's overall educational success. Considering these aspects, this research seeks to determine the relationship between family structure and academic performance in students of fourth, fifth, and sixth elementary grade at the “Francisco Flor” Educational Institution. The methodology has a quantitative approach, using an exploratory, descriptive and correlational level. It was carried out with a population of 550 students, obtaining a sample of 119. Likewise, the instrument used to collect information on the family variable structure was the family “APGAR” for children, which consists of 5 items. On the other hand, for the academic performance variable, the RAU Academic Performance Scale was used, which contains 20 items and is divided into three dimensions; contribution of academic activities, dedication to study, and the lack of organization of teaching resources. Evidence illustrate that, there is a relationship between family structure and academic performance in students, data obtained through Spearman's Rho statistical test with positive compensation. On balance, family structure tends to become more favorable, academic performance tends to improve