Family guidance strategy to enhance academic performance in second-grade students

Abstract

Introduction: This research addresses the design of a family guidance strategy to enhance the academic performance of second-grade students at the "Carlos Armando Romero Rodas" Public School in Guayaquil, Ecuador. This approach stems from evidence that limited family support negatively impacts the development of study habits and the completion of schoolwork. Materials and methods: A mixed-methods approach was employed, utilizing theoretical methods (analysis-synthesis, inductive-deductive reasoning) and empirical methods (direct observation, a survey of 24 families, and a semi-structured interview with the teacher). The purposive sample consisted of 24 second-grade students and their respective legal guardians. Results: The diagnostic assessment revealed that 63% of the students exhibit attention difficulties in the classroom, 58% fail to complete school assignments and lack study routines at home, while 54% of the families provide only occasional support. Expert validation yielded overwhelmingly high ratings (80%) for relevance and contribution to academic performance, confirming the strategy's viability. Discussion: The findings align with international studies indicating that family involvement is associated with improved academic outcomes, particularly when it includes monitoring progress and providing support at home. The proposed strategy integrates the Fun Learning approach as a playful and experiential methodology to strengthen shared educational responsibility, moving beyond traditional family guidance models based solely on informational talks. Conclusions: The family guidance strategy, based on Fun Learning, is a relevant and viable alternative for strengthening the school-family bond and enhancing academic performance. Its implementation in the educational institution is recommended, along with extending its application to other grade levels and evaluating its impact in future research.