Percepción del acompañamiento parental en los procesos de aprendizaje a estudiantes de quinto año de Educación General Básica del Colegio de Bachillerato Ciudad de Cuenca, periodo septiembre 2021- julio 2022

Abstract

Parental accompaniment acquires a relevant meaning in the educational field in relation to the students' learning process, where from the disposition of the family nucleus to teach, it favors and promotes the disposition of students to learn. The general objective of this study is to describe the perception of parental accompaniment in the learning process of children in the fifth year of Basic General Education at the Colegio Ciudad de Cuenca. The study has a qualitative approach, since the information obtained by the study participants was systematized as they referred to it in correspondence with the variables explored; with a phenomenological type design and exploratory scope. The participants were 16 parents or relatives with the legal guardianship of the fifth grade EGB children and the tutor teacher of the same course. The applied technique was a semi-structured interview and the ATLAS. Ti program for data analysis. The most relevant results show that the categories and subcategories expressed in the analysis of the information such as parental accompaniment in learning, mediation, affective relationship, guiding communication, as well as control in the learning process provide us with information concerning the study. In conclusion, it is evident the need of parental accompaniment to motivate, strengthen and consolidate the learning of the students of the fifth year of EGB of the High school Ciudad de Cuenca.