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Boletín Clínico de la Asociación Médica del Hospital Infantil del Estado de Sonora

2014, Number 1

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Bol Clin Hosp Infant Edo Son 2014; 31 (1)

Interacción entre Padres e Hijos con Alto y Bajo Rendimiento Escolar, Estudio Experimental ATI

Sánchez-Chávez NP, Reyes-Gómez U, Reyes-Hernández U, López-Cruz G, Reyes-Hernández KL, Reyes-Hernández DP

Language: Spanish
References: 30
Page: 26-33
PDF size: 349.71 Kb.


ABSTRACT

Introduction: The participation of parents in the educational process of their children, within the new pedagogical orientations, today is considered fundamental and unquestionable.
Objective: To determine the influence that parents have in the achievement.
Material and methods: Experimental study (interaction attitude-treatment) ATI design ANOVA (two factors) in 86 students from second to sixth grade, 40 groups of four regular primary schools of the city of Oaxaca, was divided into 2 groups: low and high school performance, with parents in terms of time intervention and intervention in children with poor school performance, and no intervention in the high-performance, left a group control without intervention.
Results: Group under school performance time for feeding 25 to 28 minutes on average, gaming 1.22 - 1.21 hours/minutes, viewing television 6.28 - 6.32 hours/minutes, 26-32 minutes homework, 21 to 23 minutes household chores, other activities 46 to 48 minutes. the specific time of family life 22 to 31 minutes. Group of high school performance, feeding 1.12 to 1.25 hour, minutes, 1.41 to 1.45 games, viewing television 1.10 to 1.11 hours/minutes, carrying out tasks 1.47 to 1.56 hours/ minutes, household chores, 0.22 to 0.25 in other activities whereas classes in computing and English, sports, crafts a total of 2.33. and 2.25 hours on average. All activities in relation to members of their families living with them a total of 2.34 and 2.36. Improvement in the intervention stage and time devoted to children with poor school performance was seen, and the neglect of monitoring in children with high-performance school diminished their grades.
Conclusion: The close and harmonious relationship between parents and children contributed so that students of poor school performance exceeded their school average regardless of family structure, reducing parents mainly time viewing TV


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