Factors of responsibility of representatives, monitoring of student learning at UEFB

Abstract

Introduction: This research addresses the issue of the role of responsibility of the representatives and their learning factors in UEFB students, because education goes through various transformation processes where parents have taken the active role in teaching. The objective was to analyze the responsibility factors within the teaching-learning process at UEFB, this is how the two variables were significantly correlated in this research. Materials and methods: The interpretation is mediated by a bibliographic research position since it recovers the complexity and meaning of the social context to situate and bring them closer to the problem of study. 29 parents of UEFB students were selected as a sample. Results: The academic result of the students is the reflection of two parts that are in constant and work, the first is the educational unit and the second is the home. Parents consider 79.3% that the academic result of the students is due to their active asynchronous participation from home in the different activities delegated by the academic units. While 20.7% consider that the academic results of their children are not influenced by asynchronous participation from home. They may come to consider that the academic units are entirely responsible for the acquisition of knowledge and as a result, there are deficiencies in the learning process. Discussion: Institutions implement responsibility records, which 96.6% of parents would agree to sign, while 3.4% do not agree to sign records. The opinion of parents is essential and they considered that yes in 82.1% and 17.9% consider that teachers should be evaluated without generating opinions from parents. Conclusions: Thanks to the performance of parents in the development of knowledge at home with students, a better performance can be seen in conjunction with other actors in education such as the educational unit and educators.