INFLUENCIA PARENTAL EN EL RENDIMIENTO ACADÉMICO: PARTICIPACIÓN Y MOTIVACIÓN EN ESTUDIANTES DE EDUCACIÓN PRIMARIA MEDIADA POR TECNOLOGÍAS DE LA INFORMACIÓN Y LA COMUNICACIÓN.

Cindy Vanesa  Galeano

doi:10.56219/se.v26i1.5355

Authors

Cindy Vanesa Galeano Libertador Experimental Pedagogical University https://orcid.org/0009-0007-8353-3580

DOI:

https://doi.org/10.56219/se.v26i1.5355

Keywords:

Parental Participation, Academic Performance, Primary Education, Technological Innovation, Google Classroom, Information and Communication Technologies

Abstract

This research aimed to develop intervention strategies to improve parental participation and academic performance of 5th grade students at the National Educational Unit "Enriqueta Arvelo Larriva" in Barinas state, Venezuela. Methodologically, it was framed within the positivist paradigm with a quantitative approach, under the feasible project modality. The population consisted of 20 students, their representatives, and 10 teachers, using a survey as the main technique and a structured questionnaire with a Likert scale, validated through expert judgment and Cronbach's Alpha reliability. The initial diagnosis revealed a critical disconnection between parents' desire to support their children and the concrete actions carried out, due to time and communication barriers. Results after the implementation of the "Strengthening Program through Google Classroom" showed a 40.7% increase in the mean of parental participation and a 19.8% improvement in the overall grade average. As a main finding, it was confirmed that improved parental involvement positively influences academic scores, with the Wilcoxon test yielding Z = −2.058 (p = 0.040) for grades and Z = −3.724 (p = 0.000) for parental participation. It is concluded that ICT integration acts as an extended classroom that overcomes the physical limitations of parents. Continuous training in digital tools is recommended to strengthen the school–family bond and ensure the sustainability of academic performance.

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Author Biography

Cindy Vanesa Galeano, Libertador Experimental Pedagogical University

Venezuelan. Lawyer from the Gran Mariscal de Ayacucho Northeastern University (UGMA). Master's candidate in Educational Innovations (UPEL). Specialist in Criminal Law and Criminology (UGMA). Advanced Studies in Ibero-American Constitutional Law from the Ibero-American Institute of Higher Judicial Studies (IIAEJ). Diploma in Child and Adolescent Protection (ENDP). Diploma in Telematic Procedural Law (ENDP). Diploma in Criminal and Penitentiary Procedural Law (UGMA). Diploma in University Teaching (UPEL). Professor at the National Experimental Security University (UNES). Legal Consultant for the Municipal Police. Former Execution Inspector of the Labor Inspectorate. Former Criminal Judge of the Bolivarian Republic of Venezuela. She holds a Bachelor's degree in Education from the Universidad de los Llanos “Ezequiel Zamora” (2009). She is currently pursuing a Master's degree in Educational Innovation at UPEL. She has over 20 years of teaching experience at institutions such as the Don Samuel Elementary School and the Enriqueta Arvelo Larriva National Educational Unit. Her training includes specializations in learning difficulties, educational planning, and teaching strategies. She possesses advanced skills in technological tools applied to teaching. Her areas of interest focus on pedagogical innovation and community development.

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PARENTAL INFLUENCE ON ACADEMIC PERFORMANCE: PARTICIPATION AND MOTIVATION IN PRIMARY SCHOOL STUDENTS MEDIATED BY INFORMATION AND COMMUNICATION TECHNOLOGIES

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Cindy Vanesa Galeano, Libertador Experimental Pedagogical University

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