Incidencia del clima de aula en el rendimiento académico de los estudiantes de aceleración del aprendizaje de la IED Alberto Assa de Barranquilla.

Abstract

This research analyzes the impact of classroom climate on the academic performance of students in overage conditions enrolled in the Learning Acceleration Program at the Alberto Assa District Educational Institution in Barranquilla. The study is qualitative, with an interpretative approach, and is conducted as a case study in which students’ and teachers’ perceptions of interpersonal relationships, coexistence, and classroom dynamics are examined, based on interviews and social cartographies. The results show that a negative classroom climate, characterized by peer conflicts, aggression, and difficulties in collaborative work, has an unfavorable impact on students’ motivation, participation, and academic performance; likewise, issues related to the social and neighborhood context emerge, deepening these tensions. However, pedagogical and relational practices are identified in an incipient manner, such as teacher support, respect, and reference to clear rules, which contribute to the improvement of classroom climate at specific moments. It is concluded that strengthening classroom climate requires teacher support, collective work among students, cooperation among different institutional actors, and recognition of the school environment, aspects that contribute to the socio-emotional well-being, academic performance, and educational persistence of students in overage conditions.