Impacto socioeconómico en el rendimiento académico en estudiantes de zonas rurales del cantón Arenillas durante pandemia COVID 19, año 2021

Abstract

The socioeconomic elements within family systems play a major role based on the concept that this allows satisfying some of the basic needs for the subsistence of families, as well as allowing them access to goods and services that facilitate their way of life, in that sense, when this factor is affected tends to negatively influence other areas of the family system, such as nutritional, social and educational, the latter represents one of the most significant since it can negatively influence school performance. The present study has addressed the socio-economic impact on the academic performance of the students of a public educational institution, for which the objective has been to improve the school dynamics in students in a situation of vulnerability due to economic needs of the Tahuin Parish through an intervention plan and implementation of a methodology guide for curricular support, so the study was divided into four stages that were implemented progressively according to the specific objectives set. The study sample consisted of 26 students and their families from the Cabo Luis Minacho Padilla School of Basic Education, Two instruments were used for data collection, the first corresponds to the socioeconomic interview and the checklist of academic performance, these instruments allowed the collection of data which were then collated and triangulated for analysis. The first phase of the research corresponded to surveying the socioeconomic characteristics and school performance of the members of the educational community where the study was developed. In this period, it was found that there is a strong correlation between these two variables 647. Based on these data, it was possible in the second instance to develop a curricular intervention plan based on the characteristics of the student population to be intervened. This accompaniment process was developed for a period of four weeks, according to the institutional school schedule. During this period, the pedagogical resources used in teaching planning were modified, managing to incorporate playful learning strategies into the curriculum used in the educational institution. Finally, these data were processed through a comparative analysis of the students' school performance, where there was a significant improvement in school performance in general in the student body, evidencing the importance of curricular adaptations within teaching planning. The results achieved in the study made it possible to demonstrate an improvement in the school performance of the students participating in the intervention plan, going from a general course average of 8.2/10 to 8.9/10, in addition, the focus group with the greatest vulnerability evidenced a significant growth in school performance going from 7.1/10 during the first semester to 8.9/10 during the second semester, which allowed us to conclude that the intervention plan had a positive influence on the students' school performance, generating an improvement significant in the students participating in the study. In addition, the study managed to establish a community database that will serve for the development of future research, which aims to address this phenomenon in order to improve the dynamics of this sector.