Participación familiar y su relación con el rendimiento académico de los estudiantes, según el modelo de Implicación Familiar de Epstein

Abstract

The present research project entitled "Family Involvement and its relationship with students' academic performance, according to Epstein's model", has as its main objective to analyze the key aspects of Epstein's Family Involvement Model that are related to the academic performance of students belonging to a single-teacher school in a rural context.The methodology of the study responds to a qualitative approach with a correlational design and the socio-critical paradigm, through the application of methods and techniques and research instruments, such as participant observation, field diaries, semi-structured interview and documentary analysis of the record of grades obtained by the students during the school year. The main results of the research reflect that family participation of the Llavircay community in the school is limited to non-pedagogical aspects due to the lack of knowledge about academic aspects. In addition, it was evidenced that students who are supported in homework and school responsibilities have better academic performance, and develop skills that allow them to self-regulate learning. Finally, the conclusions of the research study highlight that the aspects of Epstein's Family Involvement Model are: the quality and frequency of communication and parental involvement in school. These aspects generate interest and motivation in students throughout the teaching-learning process, resulting in better academic performance at school.