IMPLICACIÓN FAMILIAR EN LAS TAREAS ESCOLARES: UNA UTOPÍA FACTIBLE.

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Bibliographic Details
Title:	IMPLICACIÓN FAMILIAR EN LAS TAREAS ESCOLARES: UNA UTOPÍA FACTIBLE.
Alternate Title:	FAMILY INVOLVEMENT IN THE HOMEWORK: A FEASIBLE UTOPIA.
Authors:	María García-García, Isabel¹ isabelmaria.garciag@um.es
Source:	Contextos Educativos. 2025, Issue 35, p263-285. 23p.
Subject Terms:	Beginning teachers, Family-school relationships, Teachers, Educational quality, *Primary education
Abstract (English):	Family involvement in homework brings coherence and educational quality to teaching, despite the controversy generated by it. The aim of this research is to know the perception that students, families and teachers of the first four years of Primary Education have about family involvement in homework. The sample consisted of 52 students, 100 families and 27 teachers from schools in the Region of Murcia. In order to explore the information collected through the three ad hoc questionnaires, it was decided to adopt a descriptive and cross-sectional quantitative approach following a non-experimental or ex post facto design. Although, first, the three structured questionnaires were designed, which led to previously explore the psycho-technical characteristics, which proved to be adequate for the designed instruments. The results indicated that the three educational agents agree that families frequently ask what comments their teachers make about their homework, as well as whether the student asks for help from the family to do their homework when they do not understand how to do it. In contrast, there are discrepancies in assessing whether families help with homework and in assigning rewards for homework. Statistical evidence leads to further research and, although there are hardly any studies on homework help, there are still some discrepancies. [ABSTRACT FROM AUTHOR]
Abstract (Spanish):	La implicación familiar en las Tareas Escolares para Casa aporta coherencia y calidad educativa a la enseñanza, pese a la controversia generada continuamente por las mismas. El objetivo de esta investigación es conocer la percepción que tiene el alumnado, las familias y los docentes de los cuatro primeros cursos de Educación Primaria acerca de la implicación familiar en las tareas escolares. La muestra productora estuvo compuesta por 52 estudiantes, 100 familias y 27 docentes de centros de la Región de Murcia. Para explorar la información recopilada a través de los tres cuestionarios diseñados ad hoc se decidió adoptar un enfoque cuantitativo de carácter descriptivo y transversal siguiendo un diseño no experimental o ex post facto. Aunque, primero, se diseñaron los tres cuestionarios estructurados, lo cual conllevó a explorar previamente las características psicotécnicas, las cuales reflejaron ser adecuadas para los instrumentos diseñados. Los resultados indicaron que los tres agentes educativos coinciden en que las familias preguntan frecuentemente qué comentarios realizan sus maestros y maestras acerca de sus tareas escolares, al igual que si el estudiante pide ayuda a la familia para hacer sus tareas escolares cuando no comprenden cómo hacerlas. En cambio, hay discrepancias al valorar si las familias ayudan en los deberes escolares y a la hora de asignar premios por hacer las tareas. Las evidencias estadísticas conducen a seguir profundizando y, aunque, apenas existen estudios en los primeros cursos valorando la implicación familiar en las tareas escolares, a través de este estudio se extrae información relevante desde una perspectiva multidimensional y triangulada, reflejando que la implicación familiar y la comunicación familia-escuela en los deberes escolares es factible. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	Family involvement in homework brings coherence and educational quality to teaching, despite the controversy generated by it. The aim of this research is to know the perception that students, families and teachers of the first four years of Primary Education have about family involvement in homework. The sample consisted of 52 students, 100 families and 27 teachers from schools in the Region of Murcia. In order to explore the information collected through the three ad hoc questionnaires, it was decided to adopt a descriptive and cross-sectional quantitative approach following a non-experimental or ex post facto design. Although, first, the three structured questionnaires were designed, which led to previously explore the psycho-technical characteristics, which proved to be adequate for the designed instruments. The results indicated that the three educational agents agree that families frequently ask what comments their teachers make about their homework, as well as whether the student asks for help from the family to do their homework when they do not understand how to do it. In contrast, there are discrepancies in assessing whether families help with homework and in assigning rewards for homework. Statistical evidence leads to further research and, although there are hardly any studies on homework help, there are still some discrepancies. [ABSTRACT FROM AUTHOR]
ISSN:	1575023X
DOI:	10.18172/con.5853