Factores familiares que inciden en el rendimiento escolar de los niños y niñas del grado transición

Abstract

The aim of this research was to propose a family-school partnership strategy, based on an analysis of family factors that influence the academic performance of students in the Transition grade at the Ayacucho Educational Institution in the municipality of La Gloria, Cesar Department, during the year 2025. The study is situated within the theoretical fields of education, specifically the co-responsibility of family and school and the sociocultural approach to learning; pedagogy, through the design of formative engagement strategies; and didactics, through the guidance of participatory and communicative actions that strengthen interaction among educational stakeholders, without implying their implementation. This study adopted a qualitative methodology, with a descriptive scope and a non-experimental field study design. Data collection instruments included a structured interview guide, document review, and focus groups. The sample was non-probabilistic, consisting of 9 parents and 3 teachers. The results demonstrated the impact of family factors on students' academic performance, identifying variations in home support, household routines, and caregiver participation in the educational process. This analysis established a diagnostic basis for designing a contextualized family-school partnership strategy, structured around formative, communicative, and participatory components. The teachers considered the proposal relevant and feasible, confirming the importance of strengthening shared educational responsibility to support the learning process at the early childhood level.