School support strategies implemented by parents of secondary school students.

Abstract

In this study, we investigate the school support strategies provided by parents to their third-grade secondary school children in Guadalupe, Nuevo León, during the second semester of the 2022-2023 school year. The objective is to improve the teaching-learning process (academic performance) and study habits; as well as determine if there is a relationship between both categories and establish more relevant effective educational interventions in the educational field of the student and the family factors that affect the student's learning. This article is approached through the qualitative method; using self-developed instruments and techniques such as: semi-structured interviews and questionnaires applied to 30 parents and 30 third-grade secondary school students; The data were analyzed with the Atlas.Ti 9 program, categorizing the responses into three categories: school habits and performance, school support strategies, and family factors. The results indicate that students lack study habits and established homework schedules, and receive little parental supervision. Parents feel little qualified to support their children academically. They agree that the main factors that influence learning are: family communication, the type of family, the motivation and attitude of the parents. The study concludes with recommendations to improve academic support strategies for both parents and students.