Family orientation as a strategy for improving academic performance and school coexistence in primary education
DOI:
https://doi.org/10.64325/IJIP.v3i1.42Keywords:
family orientation, primary education, academic performance, school coexistence, family-schoolAbstract
This research aimed to analyze the impact of a family orientation program on academic performance and school coexistence of students at Celia Sánchez Manduley Primary School, located in Palmira municipality, Cienfuegos province, Cuba. A mixed approach with a pre-experimental pre-test/post-test design on a single group was employed. The sample consisted of 45 families, 12 teachers, and 3 school administrators. Applied methods included validated surveys, semi-structured interviews, participant observation, and documentary analysis. Initial diagnostic results showed that 72% of families communicated with the school only when problems arose, 65% felt insecure about supporting their children in mathematics, and 34 coexistence incidents were recorded in the first two months. The initial average in Mathematics was 3.2 and in Language 3.4 (1-5 scale). After implementing eight participatory workshops of the program "Familias que educan, escuela que acompaña", a significant increase in academic performance was observed, along with a 65% reduction in coexistence incidents. It is concluded that systematic and contextualized family orientation constitutes a determining factor for the comprehensive improvement of the educational process in primary education.
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Copyright (c) 2026 Adrian León Arcia (Author)
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