Apoyo escolar parental y rendimiento académico en estudiantes de Boyacá- Colombia

Abstract

Introduction: Parental support includes important aspects such as school performance to support children and benefit their academic achievements, and in teaching practice, there is evidence of the lack of this parental involvement in the face of the support required by students. Objective: To analyze the relationship between parentalschoolsupportandtheacademicperformance of students in two educational institutions in the municipality of Santa Rosa de Viterbo (Boyacá - Colombia) for the year 2021. Methodology: A quantitative approach, nonexperimental cross-sectional design, and correlational scope were used. The Validation for Parental Support questionnaire was applied to 444 students of the Carlos Arturo Torres Peña Educational Institution (CATP) in the urban sector and the El Portachuelo Technical Educational Institution (IETP) in the rural sector. Results: There is a moderate correlation between who performs the accompaniment in school activities and academic performance, concluding that if parents are the ones who perform this accompaniment, there is a positive influence on the academic performance of students.