INSTITUTO ACADÉMICO DE IDIOMAS REVISTA KRONOS

UNIVERSIDAD CENTRAL DEL ECUADOR 3(2), agosto-enero 2023, pp. 18-32

DOI: https://doi.org/10.29166/kronos.v3i2.3830

CC BY-NC 4.0 —Licencia Creative Commons Reconocimiento-NoComercial 4.0 Internacional

Grace Chicaiza Toalombo | Universidad Técnica de Manabí (Ecuador)

Mónica Vaca-Cárdenas |

Universidad Técnica de Manabí (Ecuador)

abstract

Academic achievement is the result of the dierent stages of the educational process, in which the eorts of

students, teachers, and parents converge to improve students’ school performance. The objective is to determine the in-

cidence of parents’ educational level on students’ academic performance in the subject English. The type of research is

correlational-descriptive based on a quantitative approach; with a representative sample of 76 students and parents or

representatives. Two surveys were constructed, with 4 sections and 16 items based on the Likert scale. For parents: da-

ta-general; studies-performed; support: student-teacher and for students: academic performance-English; perception-su-

pport; follow-up; teacher-support. As a result, it was found that the instrument used has a Cronbach’s Alpha of 0.812

and 0.818 with respect to the study variables. The existence of a signicant incidence between the educational level of

the parents and students’ academic performance was demonstrated by means of chi-square. Pearson’s Correlation 0.513

and Spearman’s Rho 0.454 show a positively-strong and moderate correlation. In conclusion, the educational level of

the parents directly inuences on students’ academic performance, since their lack of knowledge of the English language

does not allow them to provide the necessary support in the development of the activities of the teaching-learning pro-

cess. As well as in the complementary tasks aimed at supporting and strengthening English skills at home. It is impor-

tant to highlight that the higher the educational level of the parents, the better the academic performance of the children.

key words Parents’ academic level, academic performance, homework support, teaching-learning.

fecha de recepción 03/05/2022 fecha de aprobación 02/08/2022

La inuencia del nivel educativo de los padres en el rendimiento académico

de los estudiantes de 3.er año de secundaria en la asignatura de Inglés

resumen El rendimiento académico es el resultado de las diferentes etapas del proceso educativo, en el que convergen

los esfuerzos de alumnos, profesores y padres para mejorar el rendimiento escolar de los estudiantes. El objetivo es de-

terminar la incidencia del nivel educativo de los padres en el rendimiento académico de los alumnos en la asignatura

de Inglés. El tipo de investigación es correlacional-descriptiva basados en un enfoque cuantitativo; con una muestra re-

presentativa de 76 alumnos y padres o representantes. Se construyeron 2 encuestas, con 4 secciones y 16 ítems basados

en la escala de Likert. Para los padres: datos-generales; estudios-realizados; apoyo: alumno-profesor y para los alum

nos: rendimiento académico-inglés; percepción-apoyo; seguimiento; apoyo al profesor. Como resultado se encontró

que el instrumento utilizado tiene un Cronbach’s Alpha de 0,812 y 0,818 con respecto a las variables de estudio. Me-

diante chi-cuadrado se demostró la existencia de una incidencia signicativa entre el nivel educativo de los padres y el

rendimiento académico. La Correlación de Pearson con 0,513 y Rho de Spearman 0,454, muestran una correlación po

sitivamente fuerte y moderada. En conclusión, el nivel educativo de los padres inuye directamente en el rendimiento

The inuence of parents’ educational level on the academic

performance of 3rd year high school students in the English subject

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académico, ya que su desconocimiento de la lengua inglesa no les permite prestar el apoyo necesario en el desarrollo de

las actividades del proceso de enseñanza-aprendizaje. Así como en las tareas complementarias destinadas a apoyar y for-

talecer las habilidades de inglés en el hogar. Es importante destacar que cuanto mayor es el nivel educativo de los pa-

dres, mejor es el rendimiento académico de los hijos.

palabras clave Nivel educativo de los padres, rendimiento académico, apoyo de tareas, enseñanza aprendizaje.

INTRODUCTION

Academic performance is a complicated concept that reects the results of the dierent

stages of the educational process. Academic performance is not only based on the amount

of information that students can memorize, but also on how much of what they have lear-

ned is useful in their daily context and on the ability to solve problems eectively using the

knowledge acquired. In addition, it is one of the many goals towards which all the eorts

of students, parents, teachers, and the educational institution converge.

It’s important to mention that motivation and self-esteem promoted by parents in

learning a second language (English) are vital for acquisition and mastery. Although, these

aspects are not related to language but directly aect the acquisition of a new one. (L.

Fryer, 2019). On the other hand, Dörnyei (2001) states that if a student receives eec-

tive motivation, he/she will be successful in learning a second language (L2), since he will

learn in an eective and fast way and will carry out activities and tasks eciently, thus

maintaining adequate academic performance.

In other words, diculties that students manifest in their academic performance and

even their level of socialization in the school environment have their origin in the family

environment and parenting styles received from their childhood (Campa, 2020). In addi-

tion, authors such as Ho (2003), (Ho & Tian, 2005; Ho, Laursen, & Tardif, 2002)

cited in Vega (2018), point out that another important social variable in cognitive deve-

lopment is the level of education that children’s parents have. Besides, parents with high

education levels create more intellectually stimulating environments for children and have

a dierent way of interacting with them, especially about language, the more educated the

mother, the greater the use of a richer vocabulary. Parental education is also related to

school attendance and children’s cognitive development.

Comparing the conditions that govern academic performance (social, cultural, eco-

nomic level, support, and parents’ educational level) among urban areas concentrate more

conditions to generate ecient performance. While in rural or marginal areas, parents’

socio-cultural and economic conditions change and it produces an eect more complex for

academic performance. In other words, in rural areas, the academic performance situation

is even worse, especially in a second language. This implies that English subject has many

diculties not only in rural or marginal areas but also in a great part of the educational

population (Ceballos et al., 2014).

Another problem to consider has to do with the conditions in which families live. The

lack of basic services aects the learning process. Additionally, the high percentage of illite-

racy that prevails in the areas of inuence where the «

u. e. Nacional Tena» is located, aects

academic performance. 80% of the population who study in this institution belongs to the

marginal and indigenous sector of Napo province; where the illiteracy rates are high. Taking

into consideration the complexity that there is in the nucleus family due to the parents’ lack

of educational strategies knowledge and educational support (Torres et al. 2011).

One of the recurring problems in the English teaching-learning process is the low

academic performance achieved by students, which is a recurring issue from the 8th year

of basic general education (

egb) to the 3rd year of high school. This problem has increa-

sed in recent years due to various factors including social, economic, emotional, etc.

Furthermore, students do not accomplish their homework, there is little interest in learning

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The inuence of parents’ educational level on the academic performance of 3rd year high school students in the English subject

a new language. Added to this, the low educational level of the parents limit the support

and academic reinforcement of their children at home. Therefore, the following scientic

problem arises: How does the educational level of parents inuence the academic perfor-

mance of students in the 3rd year of high school in the English subject?

To answer this research question, the following objective is stated. The purpose of

this research is to determine the incidence of the parents’ educational level on the acade-

mic performance of 3rd, year high school students in the subject of English.

LITERATURE REVIEW

In recent years, learning English has gained signicance, due to its internationalization and usage

in dierent countries and in dierent areas. For this reason, many families seek to improve

and intensify the English language so that their sons and daughters achieve a high degree of

communicative competence at this level. In this way, they try to provide them with more and

better learning conditions that prepare them for future work and personal opportunities.

Parents, institutional policies, teachers, and school administrators play a vital role in

student learning. In this context, it is considered essential to understand the complex rela-

tionship between the actions proposed by family members to promote English learning

and its use in the processes carried out in schools. In order to identify what parents, tea-

chers, and students think about English learning and the contributions oered by families

to these processes (Flaborea, Gómez, Roldán, Rodríguez, & Henao, 2013).

Tamayo et al. (2018), Matute et al. (2009), and Vega (2018) state that the number

of parents’ schooling years aect students’ attitudes, behaviors, and abilities. Besides, the

higher the level of parents’ schooling, the better their skills and the better grades children

have, mainly in the early years. Likewise, better-educated parents can become «models» in

the eyes of their children and they are likely to spend a greater amount of time with them.

This contributes to increasing children’s educational aspirations and academic ability, thus

reducing low academic performance and the risk of dropping out of school.

Additionally, Vega (2018) argues that students with families with high income facilities

have a better educational experience, unlike children from poor families who sometimes feel

pressure because of some familiar issues tent to drop out of school. Within this review, it is

considered signicant to mention that parents are one of the most important factors to priori-

tize students’ academic success. The improvement of parents’ academic level usually becomes

a reference to be followed by the children in the future, since this behavior is transmitted to

students. Furthermore, Khan, Iqbal, & Tasneem (2015) states that those parents who did

not have the opportunity to nish their education levels generally do not have the economic,

social, and cultural means to help their children to improve their academic performance.

The factors cited above are based on the principle that families’ help is extremely

important for learning a second language, which may or may not contribute to learners’

development. However, school and family do not always nd the best manner to interact

in order to improve the English teaching, sometimes due to parents’ insecurity, who are

afraid of intervening wrongly and prefer to leave duty only to the school, or, by the school,

feeling that all the responsibility falls on English teachers.

ACADEMIC PERFORMANCE

Academic performance has existed for at least a century where it involves an evaluation

process, among these we have the verbal memory test, where school grades are the most

used measurement indicator (Hellas, Ihantola, Petersen, Ajanovski, Gutica, Hynninen, &

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Liao 2018). On the other hand (Topor, Keane, Shelton, & Calkins 2010; Farooq, Chaudhry,

Shaq, & Berhanu 2011) argue that parents’ active participation, as well as their educatio-

nal, economic, demographic, and social status, are an important part of educational training

for their children. In addition, contributing to the educative center and the educational

community is fundamental in order to achieve higher academic performance.

PARENTS’ EDUCATIONAL LEVEL AND STUDENTS´ ACADEMIC PERFORMANCE

In other words, if parents have a better educational and participatory level, they positively

enhance student achievement, with the provision of an environment conducive to acade-

mic success. However, the active participation of parents in academic activities to support

their children has a signicant impact on academic performance. Another aspect to consider

is the family environment in which learners live, communication, as well as interpersonal

relationships between the members that are integrated into it, which aects academic perfor-

mance. Within these aspects, it is important to mention that parents with a low educational

level do not contribute eectively to the development of extracurricular activities, which

leads students to fail in tasks or workshops and therefore to poor academic performance.

It is also worth mentioning that students’ academic performance depends on the

active and assertive parents’ participation in children’s academic activities to achieve a

higher academic level. Although it is considered signicant that parents give their chil-

dren quality time, unfortunately, some parents have less time to share with their children,

supervise school work and keep discipline, as well as instill values such as responsibility,

respect, punctuality, etc. However, some parents work long hours, leaving their children

alone at home with some domestic responsibilities, which prevents the time available to

do homework. This generally occurs in extended families with limited resources with low

or no educational levels (Joshua & Milozi, 2016).

There are a variety of components that aect students’ school performance in die-

rent ways (Waters & Marzano, 2006). Among these components should be considered:

institutional factors, pedagogical factors, sociodemographic factors, psychosocial factors,

and family factors, among the most important (Farooq & Muhammad, 2011). In general

terms, Baker et al. 2014, Porchea et al. 2010, and Agualongo & Garcés (2020), dene the

socioeconomic level as a social factor, which include education characteristics, or peoples’

occupation, prestige, political power, ethnic identication, and even, family history.

Besides, there is the economic factor, which is related to individual income and, in some

occasions, to the economic level of the neighborhood where the person lives (Baker, 2014;

Porchea et al. 2010). That is to say, the type of housing is added since there are houses built

with poor construction materials, with reduced spaces, and insucient access to basic ser-

vices in which families live. These aspects generate situations that directly aect students’

concentration at the time to perform homework. Therefore, a well-distributed scenario at

students’ homes would eectively favor learning situations and the development of academic

activities. A good organization or distribution of workspaces and time management is impor-

tant to fulll the activities to be carried out, as well as family support (Caso et al., 2016).

Besides that, Pérez Suárez,

ae (2021), states that parents’ social stratum, as well as

the economic income that they represent in the households, play a relevant role for their

entire family. These factors depend mainly on parents’ educational and occupational levels.

These aspects contribute to students’ academic performance since in the case of parents

with high schooling provide better support to students in the development of homework

and school activities, which shows that depending on the economic income the result in

children’s academic performance may vary.

The social space occupied by the members of society is distributed in areas such as

economic and cultural capital. For, Bordieu (1998 as cited in Chacón et al., 2015) the

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The inuence of parents’ educational level on the academic performance of 3rd year high school students in the English subject

proximity between economic and cultural capital is interesting. It mentions that those peo-

ple who have a high volume of capital, as well as economic and cultural, will have greater

opportunities in dierent elds such as education, social, and labor, while those who lack

this capital will be located in lower positions and will have several limitations.

It is important to mention that Chacón et al. (2015); Caso et al. (2016) refer to the

knowledge, attitudes, and skills that human beings develop throughout their lives based on

acquired family and contextual experiences. Moreover, parents’ educational level constitu-

tes a fundamental component of cultural capital, since parents with high academic levels

maximize the understanding of the dierent activities. In addition, using a varied language

where they interact and generate skills that help them adapt easily to the school dynamics,

which promotes the development and improvement of academic skills in students. Thus,

increasing the expectations that students have about the academic level they aspire to

achieve, adding to this the active participation of parents during children’s learning process.

Studies carried out show that the direction and management of an educative cen-

ter are essential and can indirectly aect learners’ academic performance. As well as the

implementation of the dierent educational programs, methods applied by teachers, etc., to

achieve the proposed objectives (Page, M., Moreal, B., Calleja, J. A., Cerdán, J., Echevarria,

M. J., García, C., & Trillo, C., 1990). Another important factor to mention according to

R. Kapur (2018) is the support provided by parents at home, providing the necessary

and technological materials for the development of school activities inside and outside the

educational establishment, since these should be who demonstrate security, support, and

trust to generate stable eective ties and lasting social relationships.

METHODOLOGY

This research had a quantitative approach. Molina & Garza (2021) arm that the quan-

titative approach allows the generalization where it is integrated by the theory, hypothesis,

observations, data collection, data analysis, and results. It can gather information from a

large number of participants where it gives numerical information.

The advantages of quantitative method research are the collecting of accurate data.

Besides, it can provide quick data collection, eliminating bias with a wider scope of data

analysis. Likewise, the type of research shows a correlation because it consists on identif-

ying the academic situation of parents and students. The main objective is not simply the

collection of data, but the identication of correlational kind of relationships that exist

between two or more variables (Hernández et al., 2014).

POPULATION/PARTICIPANTS

The methodological proposal consists of applying a survey to students and parents of

the Unidad Educativa Nacional Tena from the three sections (morning, afternoon, and

night). For the sample calculation, the universe of 3rd year of bachillerato students

(

bgu, technicians) (360) was taken into account; therefore, the sample calculation for

students corresponds to 76 students and parents or representatives. In this case, a con-

dence level of 95% is used, and a margin of error of 10%, whose sample was obtained

using the following formula:

Formula to use

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Where: n = Sample size; N = Total population; p = Probability of success; q = Probability

of failure (1-p); Z = condence level value; e = sample error

The selection of the participants in this research was framed in randomness, moti-

vated by a non-probabilistic sampling. Therefore, the criteria used for the sampling were:

voluntary participation and knowledge of the problem. In addition to considering the

authorization granted by the main institutional authority.

TECHNIQUES AND INSTRUMENT

Therefore, in order to get the information, surveys were constructed to collect the main

dimensions explained in the theoretical framework, and what the literature considers key

to analyze the variables. This survey was applied physically and randomly to students

and parents from Nacional Tena high school. Among variables that were included for

parents’ educational level are: A. General Data: age (age), sex (sex), ethnic self-determi-

nation (ethnicity). B. Parents’ Educational Level: Instruction (Instruction), Knowledge of

the English language (Knowledge), training (training), D. Students’ Support: motivation

(motivation), follow up tasks (monitoring), support time (time), E. Teachers’ support:

Respond to teachers’ call (teachers’ call), participation in Institution’s events (events)

with a total of 16 items, with a Likert scale.

For Academic Performance, the following aspects were taken into consideration: A.

General Data: students’ age (age), sex (sex), ethnicity, with whom he-she lives (connivance),

English Academic Performance (performance), C. English language academic performance:

aective aspects (motivation), study for lessons (study English), performance consideration

(English performance). D. Student’s support. Help from parents, adequate space, reviews

and signs homework, time devoted to student support (support and follow-up). E. Teacher’s

support, visit to tutor, English teacher, forums, workshops, and other teachers.

For reliability analysis, Cronbach’s alpha coecient and Pearson’s coecient for

temporal stability were used for each of the items. To arm that a test is suitable and

can be adequately used, it must meet the reliability and validity requirements. This indi-

cates whether an instrument, in this case, the survey, adequately measures the variables

in terms of eciency. To determine the instrument’s validity and internal consistency,

Cronbach’s Alpha coecient was calculated, which produces values between 0 and 1. If

the value of this coecient is greater than 0.70, it is considered that the internal con-

sistency of the instrument is optimal and that there is a correlation between all the

questions in the survey.

For constructing validity, the chi-squared test was analyzed with the

ssps program ver-

sion 22.0 to measure whether or not there is signicance in the analysis of the variables.

Thus, we can interpret the results as follows, depending on the signicance value obtained

(Bardina & Farré, 2009, p. 177).

- Sig. ≤ 0.05 => Dependence, signicant relationship

- Sig. > 0.05 => Independence, or non-signicant relationship

To determine the correlation degree, the Pearson and Spearman’s Rho coecients were

applied; both tests measure the statistical relationship between two continuous variables.

The interpretation of Spearman’s and Pearson’s rho coecient agrees with values close

to 1; they indicate a strong and positive correlation. Values close to -1 indicate a strong

and negative correlation. Values close to zero indicate no linear correlation. Other types

of correlation may exist, but not linear. Positive or negative signs only indicate the direc-

tion of the relationship; a negative sign indicates that one variable increases as the other

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The inuence of parents’ educational level on the academic performance of 3rd year high school students in the English subject

decreases or vice versa, and a positive sign indicates that one variable increases as the

other also decreases if the other also decreases (Martínez et al., 2009). For this purpose,

the following scale is proposed: Range Relationship; 0 - 0.25: Scarce or null; 0.26-0.50:

Weak; 0.51- 0.75: Between moderate and strong; 0.76- 1.00: Between strong and perfect.

RESULTS

To determine the reliability of the instruments used in the present study and from the

perspectives of internal consistency, the aim was to guarantee the eciency and validity

of the instruments. For this purpose, Cronbach’s Alpha coecient was estimated. Whose

value obtained is 0.758 for the variable Academic Performance and 0.818 for the variable

Parents’ Educational level respectively (see Table 1), which implies that: the instrument

is highly signicant, and that the degree of homogeneity among the items falls within the

acceptable parameters, relevant for the purpose of this research.

On the other hand, a detail of the descriptive data found is made: students’ age range

from 16 years with 4.1%, 17 years with 57.1%, 18 years with 31.6%, 19 years with 5.1%,

and 20 years with 2%, 53% are women and 47% are men. Of these, 34% are mestizos, and

65% are indigenous. The language most used at home is spanish (93%) and quechua (7%).

Students that live with their grandparents 6.1%, those who live with their parents 78.6%,

with their siblings 4.1%, with their uncles and aunts 1%, and other non-relatives 10.2%.

Likewise, the educational level of the legal representatives (parents or others) is con-

templated as follows: 1% have no education and do not know how to read and write more

than their own names. Twenty-ve percent have completed primary school; 53.1% have

completed secondary school; 16 % have completed university, and 4.1 % have a fourth-level

education. In respect of representatives who are currently receiving classes, 74% are not,

5.1% attend courses, 13% attend workshops and 8% are in formal education. Regarding

the representatives’ knowledge of the English language, 55% have no knowledge, 44% have

very little knowledge and only 1% know some English.

Talking about students’ academic performance in English, 62% consider their grades

as a moderate average and 38% of them consider it as low. Regarding the fulllment of

homework, 34% always do it, 40% almost always do it and 26% occasionally and almost

never. With regard to receiving parental help with homework, 56% of the respondents sta-

ted that their parents never check it and 34% rarely do it, 10% always and almost always

do it. Likewise, we found that only 25% of parents always sign the homework and 75%

do not do it or do it sporadically.

When parents were asked about the time that they dedicate to the support follow-up

of English homework and other subjects, we found that 33% do not dedicate time, and 77%

do it in a period of 15 to 30 minutes. With regard to parental participation in the insti-

tution, 20% do not participate, 50% do so rarely and 30% do always and almost always.

The representatives go to school to inquire about their children’s grades only 12% always

do so, 28% almost always, 35% rarely and 24% of the parents never do so. When the edu-

cational institution calls parents only 13% of them attend mingas or meetings, 28% do it

almost always and 21% never do it.

When parents were requested if they turn up to the school to talk to teachers without

being asked, only 9% visit the tutor, 1% visit English teachers, 5% visit other teachers, 4%

visit oversees, and the student counseling department

dece a 6%. What is most striking is

that on average 50% of the representatives never visit the teachers and if they do so, it is

only when the teacher requests it.

In contrast to the questions asked parents, we found that 72% are women, 89% con-

sider themselves indigenous, with 20% speak quechua at home. 77% of parents live with

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their children. Parents who do not know the English language with 58%, 40% very little,

55% of parents consider that their children’s English performance is low and the rest that

is in a moderate average. Learners with good grades with 2% and 53% rarely and 10%

never. This is complemented by the fact that 10% obtain grades between 9 and 10 while

64% have minimum grades between 7 and 8 and 26% of the grades are within 5 and 6 of

10 points, which are the standard grades for all developmental inputs.

Talking about students’ support and follow-up, 15% of parents always do, also

they can read and write, besides they follow up on students’ homework. Although

75% of parents provide the material requested by teachers. According to the school’s

attendance, 53% of parents always visit it, 17% almost always attend parents’ meetings,

while an average of 15% always visit their children’s school and 10% rarely attend

other events such as workshops, dierent events programmed by the school, training

courses, and 50% never do so. Likewise, 10% of parents always visit the tutor, 20%

almost always visit him-her, 29 rarely, and 41% do not visit the tutor, as well as the

English teacher and other teachers.

For the existence verication of a relationship between variables, we have chi-square

test as shown in Table 2. When applying the decision rule Sig. ≤ 0.05 => Dependence,

signicant relationship and Sig. > 0.05 => Independence, or non-signicant relations-

hip; we can say that the chi-square test shows that there is a signicant relationship

between the variables: parents’ educational level and children’s academic performance

in the English language (see Table 2).

In addition, with the Pearson and Spearman’s Rho correlation coecients, it was

found that the relationship between the variables, for Pearson (see Table 3) is 0.513,

which according to Martinez et al. (2009), in a positive relationship being the range of

0.51- 0.75: Between moderate and strong, in relation to the correlations of the variables.

Likewise, Spearman’s Rho coecient (see Table 4) is .454**, which implies a correlation

within the parameters of 0.26-0.50: as weak, also considered as positive. That is to say,

the two coecients show that as the parents’ educational level increased, the academic

performance increased signicantly.

DISCUSSION

The following ndings are based on the present study (see Table 2), these have shown that

there is a signicant relationship between the variables: parents’ educational level yet guar-

dians and the academic performance of third-year high school students from the Nacional

Tena High School, in the subject of English. These ndings agree with those found by,

Matute et al. (2009), Ferreiro, Ríos, & Álvarez (2015), who agree that: it is a proven fact,

that there is an important correlation between parents’ educational level and the grades

obtained in the dierent tests, activities, workshops or debates carried out by the student,

which contributes to obtain better results in school performance, because parents involve

their children more in their studies.

In particular, García (2017) exposes that students who have parents with low edu-

cational level, regardless of the institution and language they study, obtain lower grades

than those who have parents with high educational level. This eect according to, Yusup

& Ahmad (2016), not only occur in primary education but also at secondary and univer-

sity level. This particular aects mainly those who live in urban-marginal and rural areas

who have signicant diculties when helping their children with schoolwork, due to lack

of economic, social resources, etc. (Kim & Padilla, 2020). In addition to the fact that they

do not have the technological means to guide their children. On the other hand, the lack

of English knowledge that parents have limits students and aect their academic perfor-

mance, as well as the acquisition of their own mother tongue.

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The inuence of parents’ educational level on the academic performance of 3rd year high school students in the English subject

Table 1. Reliability statistics for the variables

Variables Cronbach’s Alpha Cronbach’s Alpha based on

standardized items

N.º of items

V. D. Academic Performance 0.812 0.802 16

V.I. Parents’ Educational Level 0.818 0.760 16

Table 2. Chi-squared test of the variables educational level and academic performance

Chi-squared test Value df Asymptotic signicance (bilateral)

Person’s chi-square 100,013a 16 ,001

Likelihood ratio 58,676 16 ,001

Linear by linear association 38,481 1 ,001

Table 3. Person’s correlation between the variables Parents’ educational level and academic performance in the English language

Pearson’s correlation V. D. V. I.

V. D. Students’s Academic Performance Pearson’s correlation 1 ,513

Sig. (bilateral) ,000

I. Parents’ Educational Level Pearson’s Correlation ,513

Sig. (bilateral) ,000

** The correlation is signicant at the 0.01 level (bilateral).

Table 4. Correlation between variables Parents’ educational level and students’ academic performance in English

Correlación de Pearson Rho de Spearman V. D. V. I.

V. D. Students’Academic Correlation coecient 1,000 ,454

Sig. (bilateral) . ,000

V. I. Parents’ Educational Level Correlation coecient ,454

1,000

Sig. (bilateral) ,000 .

** The correlation is signicant at the 0.01 level (bilateral).

Findings made by García (2017) Yusup & Ahmad (2016), agree with the results obtained

since the majority of learners come from urban-marginal areas and rural towns near the

institution. In addition, the parents’ educational situation is that 25% of them have barely

completed primary school; while 53% of them have completed secondary school. Which

hinders the support they can provide to their children in the English language. Either by

the little knowledge of this language as well as by the lack of educational habits and moni-

toring and control of homework.

However, Moledo (2012), Morente, Guiu, Castells, & Escoda (2017), consider

that in addition to parents’ educational level, there are other features that determine

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Chicaiza, Vaca-Cárdenas

academic performance. Such as social, economic and cultural factors (language, cus-

toms, etc.), self-esteem, and school environment. In addition, it is considered that

the higher the educational level of one of the parents, especially mothers, the better

children’s academic performance. Since they are the ones who spend the most time

supporting and monitoring their children’s homework. However, despite the fact

that 72% are women, it has been found that other factors do not allow performance

to improve. Among other things, 58% of parents do not know the English language,

20% speak quechua at home, and only 15% follow up with the students in their school

activities at all times, while 85% do so sporadically. There is no evidence of the impro-

vement proposed by Modelo and Morente et al.

In agreement with Modelo (2012), when talking about support and follow-up,

Watson et al. (2016) state that parents’ direct or indirect participation in their chil-

dren’s schoolwork can signicantly increase academic performance. That is, when the

mother’s level education increases, the number of low grades decreases (Escarbajal,

Sánchez, & Guirao 2015). In addition, Matute et al. (2009), make reference to the

fact that certain parents despite not having a high educational level, encourage their

children to have a good academic performance, getting directly involved with teachers

and the school. However, in the institution, when talking about support, monitoring,

and control of homework, as well as the involvement of parents in activities with tea-

chers, there is no collaboration greater than 25% of parents who review, support and,

follow up on their children.

In this regard, Avila & Garavito (2009), argue that parents’ active participation in

their children’s homework in the subject of English. It provides an opportunity to create

an optimal environment for positive learning. In addition, to building trust and streng-

thening family ties, parents become more involved in schoolwork, creating an assertive

environment for better learning. However, the ndings of this research show that the time

dedicated to children in school activities at home is barely between 15 and 30 minutes.

This hinders not only parent-child interaction but also homework follow-up. In this sense,

Chaparro & Rodríguez (2018) when parents monitor whether their children eectively

perform homework, the results are better.

It is important to emphasize that Pino & Rodríguez (2007), and other authors men-

tioned above, agree that parents’ active participation is not only based on collaborating

with teacher, but also on the support and follow-up of homework as well as active parti-

cipation in school activities programmed by the educative center. Considering that many

parents avoid this responsibility, arguing that they have little time to participate, maybe

their workload does not coincide with the school schedule, or they have little educatio-

nal training, among others. That said, the above, parents’ participation from the educative

center investigated is poor or non-existent (90% sporadically). In addition, if we add the

monitoring of homework and school activities related to the English language remains

the same. Among many other things, parents argue that they have no knowledge of the

language, while others approve of the teaching of the language, but do not know how to

support the students, and even worse, the teachers.

To conclude the approach to this discussion, an extenuating factor appears to aggra-

vate the situation of the English language academic performance in the high school, since

89% have ethnic self-determination of indigenous, and 20% still retain their mother tongue

as the main language of integration at home. While Bazán et al. (2014), argue that these

inconveniences hinder the quality of support and follow-up that parents can give in the

tasks assigned home, due to mastering the diculty of Spanish and even worse English.

This aspect aects teacher-parent communication, specically in schools that have bilin-

gual students (spanish-quechua), despite belonging to an urban area. This phenomenon

is comparable by Tinkler (2002 cited by Bazán et al. 2014), to the diculties of English

prociency in the

u. s. and the low level of support in Latino families.

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The inuence of parents’ educational level on the academic performance of 3rd year high school students in the English subject

CONCLUSIONS

This research allows us to reach the following conclusion:

According to the results, these demonstrate a highly signicant incidence between

parents’ educational level and students’ academic performance in the 3rd year in the

Nacional Tena high school in the subject of English. These ndings are in agreement with

the various authors mentioned throughout the discussion. Therefore, parents with a high

educational level generate better learning opportunities, associated with their emotional

bonding, as well as school accompaniment, improve cognitive skills, while parents with a

low educational level do not have the opportunity to support or be part of the learning

process, due to their lack of knowledge of the language.

RECOMMENDATIONS

In virtue of what has been stated throughout this research, the following recommenda-

tions can be assumed:

To the educational institution, to create spaces in which parents can get involved

in the teaching of the English language. The planning of activities in a practical and

coherent way with the institutional reality, thus attracting the maximum interest of the

students, their families, and the community. In addition, the realization of a series of

forums, conferences, and talks that promote the English language, with the participation

of the school, the family, and the community (Mecía, 2022). So that they can make a

signicant contribution to the academic performance of their children. To strengthen

and create new relationships among the educational community that favor student lear-

ning. In addition, to stimulate joint work to arm a climate of respect and support in

the dierent school activities.

To teachers, based on the results found, strategies such as: spontaneous meetings to

share information, listen to in detail and learn more about the learner. Interviews, where

in privacy with parents or students’ representatives and members of the educational sta

will provide advice and guidance in terms of pedagogical development. Home visits, are

eective in responding to the needs and demands of the family (Nashiki et al., 2011),

where they can encourage the involvement of parents in their children’s homework. This

will allow them to increase learning as well as the parent-teacher-student bond.

Parents should support and guide their children’s academic development at home

showing a positive attitude regarding to education, supervising the use of electronic devices

and internet, encouraging them to read books, stories, encouraging learners to be respon-

sible and work independently. In addition, to be an active part of the dierent activities

programmed by the educative institution as well as by the teacher. In this way, to live

together with their children’s learning in a more positive way. Creating an ideal environ-

ment to consolidate the acquired knowledge, forging motivation in the path of students

learning. On the other hand, it is recommended to parents distribute time better, so they

can support their children in the completion and review of tasks, as well as resolve doubts

and create a closer bond with their children.

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