Acceso usuarios
Badajoz, España
La evidencia científica pone de manifiesto la necesidad de conocer el modo en el que las características socioeconómicas familiares pueden influir en el rendimiento académico del estudiante de secundaria y bachillerato. El objetivo de esta investigación se centra en determinar la posible relación entre la situación laboral y clase social de ambos progenitores con el rendimiento académico del estudiante. Se planteó un diseño correlacional, donde las variables dependientes de estudio fueron el rendimiento académico medio del estudiante en las materias de Lengua Castellana y Literatura y Matemáticas en el curso anterior. Como variables independientes se seleccionaron la situación laboral y clase social de los progenitores. Se contó con 1448 estudiantes, el 50.8% eran mujeres. El 53.3% de los centros educativos fue público y el 51.8% situados en el medio urbano. El 52.8% de los progenitores eran de clase baja. Se observaron diferencias significativas (t1436=4,698;p<0.001) en Lengua entre aquellos alumnos cuyas madres trabajaban y los alumnos de las madres que no trabajaban, con puntuaciones superiores en el primer caso. De manera similar, se observaron diferencias en la nota media en Lengua (t1427=5,821;p<0.001), obteniendo puntaciones superiores los alumnos cuyos padres trabajaban en comparación con los que no lo hacían. Hay un efecto significativo de la clase social de la madre sobre la nota media en Lengua (F2,1435=55,22;p<0.001) y Matemáticas (F2,1435=41,872;p<0.001) obteniendo mayores puntuaciones los alumnos con madres con clase social alta. La clase social del padre también tuvo un efecto significativo sobre la nota media en Lengua (F2,1426=69,811;p<0.001) y Matemáticas (F2,1426=58,293;p<0.001) con notas más elevadas en alumnos con padres de clase social alta. Los resultados ponen de relieve la necesidad de desarrollar estrategias educativas que promuevan un nuevo modelo educativo, más inclusivo e igualitario, que pueda prevenir situaciones de desventaja en momentos de crisis.
Scientific evidence highlights the need to know how family socioeconomic characteristics can influence high school student academic performance. The objective of this research is focused on determining the possible relationship between the employment situation and the social class of both parents with the student’s academic performance. A correlational design was proposed, where the dependent variables of the study were the average academic performance of the student in the subjects of Spanish Language and Literature and Mathematics in the previous year. As independent variables, the employment statusand social class of the parents were selected. There were 1448 students, 50.8% were women. 53.3% of the educational centers were public and 51.8% located in urban areas. 52.8% of the parents were from the lower class. Significant differences were observed (t1436=4,698;p<0.001) in Language between those students whose mothers worked and the students of mothers who did not work, with higher scores in the first case. Similarly, differences were observed in the mean grade in Language (t1427=5,821;p<0.001), obtaining higher scores for students whose parents worked compared to those who did not. There is a significant effect of the mother’s social class on the average grade in Language (F2,1435=55,22;p<0.001) and Mathematics (F2,1435=41,872;p<0.001), obtaining higher scores for students with mothers with high social class. The father’s social class also had a significant effect on the average grade in Language (F2,1426= 69,811;p<0.001) and Mathematics (F2,1426=58,293;p<0.001) with higher marks in students with class parents high social. The results highlight the need to develop educational strategies that promote a new educational model, more inclusive and egalitarian, that can prevent disadvantaged situations in times of crisis.
Scientific evidence highlightsthe need to know how family socioeconomic characteristics can influence high school student aca-demic performance. The objective of this research is focused on determining the possible relation-ship between the employment situation and the social class of both parents with the student’s aca-demic performance. A correlational design was proposed, where the dependent variables of thestudy were the average academic performance of the student in the subjects of Spanish Languageand Literature and Mathematics in the previous year. As independent variables, the employment sta-tus and social class of the parents were selected. There were 1448 students, 50.8% were women.53.3% of the educational centers were public and 51.8% located in urban areas. 52.8% of the par-ents were from the lower class. Significant differences were observed (t1436=4,698;p<0.001) inLanguage between those students whose mothers worked and the students of mothers who did notwork, with higher scores in the first case. Similarly, differences were observed in the mean grade in Language (t1427=5,821;p<0.001), obtaining higher scores for students whose parents worked com-pared to those who did not. There is a significant effect of the mother’s social class on the averagegrade in Language (F2,1435=55,22;p<0.001) and Mathematics (F2,1435=41,872;p<0.001), obtain-ing higher scores for students with mothers with high social class. The father’s social class also hada significant effect on the average grade in Language (F2,1426= 69,811;p<0.001) and Mathematics (F2,1426=58,293;p<0.001) with higher marks in students with class parents high social. The resultshighlight the need to develop educational strategies that promote a new educational model, moreinclusive and egalitarian, that can prevent disadvantaged situations in times of crisis.
