Family support and its dimensions as a key factor in strengthening academic performance in basic education

Authors

Angélica Viviana Aguayo Mora Unidad Educativa Modelo Santo Domingo. Ecuador https://orcid.org/0009-0009-8883-6956
Leonardo Daniel Córdova Garzón Unidad Educativa Distrito Metropolitano. Ecuador https://orcid.org/0000-0001-9158-7860
Ángel Ramón Sabando García Pontificia Universidad Católica del Ecuador Sede Santo Domingo. Ecuador. https://orcid.org/0000-0001-5438-9590
Edgar Efraín Obaco Soto3 Pontificia Universidad Católica del Ecuador Sede Santo Domingo. Ecuador. https://orcid.org/0000-0002-7243-5869

DOI:

https://doi.org/10.33936/revbasdelaciencia.v10i1.7152

Keywords:

basic education, educational statistics, family; academic performance.

Abstract

Family support is a determining factor in academic performance, as it fosters motivation, commitment and the emotional well-being of students. This aspect acquires special relevance in basic education, where the characteristics of the home have a significant impact on cognitive development.
The aim of the study was to analyze the influence of the different dimensions of family support (academic, emotional and relational) on the academic performance of students in General Basic Education (EGB). A quantitative research with a nonexperimental cross-sectional design and correlational-descriptive scope was carried out.
The sample included 240 students from 5th to 10th grade of EGB. An instrument validated by experts and Cronbach’s alpha reliability of 0.85 was used. The data were processed using descriptive and inferential statistics, expressed in frequencies and percentages; in addition, Pearson’s coefficient correlational analysis was used, complemented with ANOVA of one factor.
The results revealed moderate and significant correlations between the dimensions of family support and academic performance (r = 0.395 for academic support, r = 0.300 emotional dimension and r = 0.323 relational dimension). Additionally, family support showed a decreasing trend in higher grades. Fisher’s test showed significant difference between treatment and academic performance (F=4.077; p=0.000***).
The findings emphasized the need for differentiated strategies by educational stage and the multifactorial influence of academic performance. It is concluded that family support is a key factor, but not the only one, in academic performance, highlighting the importance of effective interventions to enhance learning.

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