Family Role and Academic Performance in Primary/Secondary Education Students: A Relational Analysis at Unidad Educativa Veinte de Marzo, 2025

Abstract

Introduction: Academic performance is a multi-determined phenomenon involving individual, school, and family factors. Among the latter, the family role occupies a central place due to its influence on motivation, study habits, behavior regulation, and support throughout the educational process. At the Veinte de Marzo Educational Unit, the lack of systematic information on how this family role is concretely expressed and how it relates to academic performance limits the design of institutional strategies aimed at strengthening the family-school bond. The objective of this study was to determine the relationship between the family role and the academic performance of students at this institution during the year 2025. Materials and methods: A quantitative, non-experimental, cross-sectional, descriptive-correlational study was conducted. The family role variable was analyzed based on the dimensions of academic support, family communication, supervision and rule setting, emotional support, and family-school participation, using a Likert-type questionnaire administered to the students. Academic performance was assessed using school records, considering grades, academic compliance, attendance, punctuality, classroom participation, and teacher evaluations of performance. Results: The results showed that the main strengths of the parental role were concentrated in emotional support (54% at a high level) and communication (46% at a high level), while academic supervision (22% at a low level) and family-school involvement (29% at a low level) showed greater weaknesses. Academic performance was predominantly concentrated at a medium level (49%). A positive trend was also observed between better levels of parental role and better levels of academic performance: 53.8% of students with a low parental role showed low performance, while 50% of those with a high parental role achieved high performance. Discussion: The findings are consistent with previous literature indicating that forms of parental involvement based on communication and emotional support are associated with better academic results, while directive control can have ambiguous effects. The predominance of average performance suggests a scenario of educational heterogeneity where the family role acts as a relational and contextual condition that creates favorable conditions for academic performance. Conclusions: It is concluded that the family role constitutes a relevant factor in academic performance and that strengthening the family-school bond represents a pertinent institutional strategy to promote more stable and satisfactory academic trajectories. Therefore, it is recommended to design family guidance strategies, strengthen school-family coordination mechanisms, and incorporate preventive monitoring actions for students with academic vulnerability.