EDUCATIONAL UNIT

YUNGUYO FAITH AND JOY

LOW SCHOOL PERFORMANCE AT THE YUNGUYO FE Y ALEGRÍA EDUCATIONAL UNIT

SECONDARY LEVEL - LATE SHIFT

AUTHORS: CARLOS CHAMBI VALENCIA

ELOY QUSPE PATANA

ARIEL ANDERSON CRUZ QUISPE

NELSON SHOCK BARRIER

ADVISOR: JHANNET COLQUE HINOJOSA

AFTERNOON SHIFT - SECONDARY LEVEL

LA PAZ, BOLIVIA
 INDEX

DEDICATION

THANKS

JUSTIFICATION

INTRODUCTION

Chapter I. the problem.

1.1. Problem Statement

1.2. Research objectives

1.2.1. General objective

1.2.2. Specific objectives

1.3. Delimitation of the problem

Chapter II. Theoretical framework.

2.1. Research background

2.2. Theoretical bases

2.2.1. What is poor school performance?

Chapter III. Methodological framework.

3.1. Kind of investigation

3.2. Design of the investigation

3.3. Conclusions

3.4. recommendations

3.5. Bibliographic references

 Dedication

This research is dedicated above all to God

And to all those people who have supported us to be able to carry out

This work, and it is hoped that this work will help you reflect

And they can change their lives in small ways

 Gratitude

To carry out this work we had to resort to sites

Website that has collaborated with us with its educational and informative content

And we also appreciate the help of some people who

They have nourished us with knowledge and ideas that in the end

They will be reflected in the research

We also thank our families

 Justification

 The present investigation was carried out in order to partially resolve and improve the
problem of low academic performance in the institution “UE YUNGUYO FE Y ALEGRIA”
specifically at the secondary level – late shift.

 This investigation also seeks to find the root of the problem to be able to work on it and solve
it once and for all.

 In addition, the work is important to be able to identify, explain, prevent and treat poor
academic and disciplinary performance.
 Introduction

The development of this work aims to provide the necessary information to parents and teachers so
that they are able to identify students who have low academic performance due to their parents'
inattention.

Currently within families it is possible to find problems of family disintegration, addictions, infidelity,
unwanted children, or other situations such as single mothers, working parents (both), large families,
favorite children, etc. That do not allow parents to pay the necessary attention to their school-age
children

Adolescents who attend the institution need to feel motivated to learn, and this will only be achieved
if parents pay attention to their children. They must support and guide the student in the
development of their activities to forge a positive attitude towards school. .

The lack of parental attention in adolescents, especially during secondary education, creates a lack of
attention towards their studies; they do not feel motivated at school, and consequently their
performance is lower than that of students who have the support and attention from their parents.

FACTORS OF LOW SCHOOL PERFORMANCE

PSYCHIC FACTORS: In addition to intellectual factors, there is another psychological factor that also
has a decisive impact on the performance of young academics, such as personality, motivation, self-
concept, and adaptation. It is a fact of evidence that school failures occur more frequently in
students who live with emotional and affective problems lacking stability, balance and internal
tensions due to multiple causes and personal circumstances.

SOCIO-ENVIRONMENTAL FACTORS: No less negative is the negative influence exerted on

performance by the environmental conditions that surround the student, such as the family, the
neighborhood, the social stratum from which they come. It is evident that the so-called school failure
is more widespread and rooted in those social strata that are most economically and culturally
dispossessed, in such a way that between peripheral, suburban schools and those located in medium
or high levels or areas, there are differences in the percentage of failure. . Which leads us to admit,
no matter how much it hurts, that the inferiority of the starting conditions of some students in
relation to others is going to be decisive in the student's entire curricular career.

PEDAGOGICAL FACTORS: Finally, they are frequent, in addition to those indicated, other types of
factors that also have a lot to do with performance in this group, reference is made to a field of
variables that we could well call pedagogical type, this includes learning problems. that are
instrumental for the different tasks of the different school contents because comprehension, reading
speed, richness of vocabulary, automatisms of calculation methodology are at the base of a large
part of them.

CHAPTER I. THE PROBLEM

1.1 Problem Statement

Although there is going to be research on performance at the secondary level and above all to
have the issue well posed and so that the public can understand it.

First of all, it should be clarified that this research seeks to improve behavior, if not in 100% of
students, at least in 60% of students at the entire secondary level, in addition to an improvement
in behavior and values in those already mentioned.

1.2 Research objectives

1.2.1 general objective

The general objective of this research is to investigate whether academic performance is

determined by work and by the time dedicated to academic study by the students of the
Yunguyo Fe y Alegría Tarde educational unit.

1.2.2 specific objectives

 Evaluate which of the factors have the greatest impact on the development of your
academic index.

 Analyze whether or not there is a difference between men and women per
classroom/course with respect to each of the factors.

 Identify if there are differences between ages, income level and type of work
performed.

 Investigate the time that the students of the educational unit dedicate to studying.

1.3 problem delimitation

Our problem is low school performance and for this we have chosen a sector on which to base
ourselves to do the research.

To investigate the topic we chose the Yunguyo Fe y Joy secondary level educational unit
afternoon shift

CHAPTER II. THEORETICAL FRAMEWORK

Definition of School Performance

Conceptualizing the term school performance or academic performance and knowing the factors
that influence it has been the task of various researchers who, following different objectives, try
to give an explanation to this term. For example, authors such as (Chadwick, 1979), (Edel, 2003),
(Cascón, 2000), Arias and Chávez (2002), Montero, Villalobos and Valverde (2007), Torres and
Rodríguez (2006), among others, carried out descriptive, correlational, explanatory and even
exploratory studies to explain this topic, which enriched and served as support for this research.
It should be noted that some proposals and research were found that date back just over 30
years, which associate personal or contextual factors with good or bad school performance of
students.

School performance or academic performance, according to the Dictionary of Educational

Sciences (Aula Santillana) is "the level of knowledge of a student measured in an evaluation test"
(p.1234), in which various variables intervene such as of personality, motivation and intellectual
capacity, as well as personal interests, study habits, relationships between teacher and student,
self-esteem, teaching methods, teaching models, among others (Idem). For their part, Montero,
Villalobos and Valverde (2007) indicated that school performance can be conceptualized as the
result of learning, raised by the pedagogical intervention of the teacher, and produced in the
student. It is not the analytical product of a single aptitude, but rather the synthetic result of a
sum of elements that act in and from the person who learns. In this sense, it can be said that
some students show a lower result than others.

(Chadwick, 1979) cited by (Reyes, 2003) defined school performance as a manifestation of the
students' psychological abilities and characteristics, which can be developed and renewed
through the teaching-learning process and that are manifested throughout of a specific period
through, generally, a quantitative qualification.

In the research "academic performance: concept, research and development" of a theoretical

nature, carried out by (Edel, 2003), emphasis is placed on carrying out an analysis of the variables
related to academic performance and failure. The author concluded, with his study, that to
conceptualize academic performance it is necessary to consider not only the individual
performance of the student but also the way in which it is influenced by its context: peers,
classroom, educational context, among others. However, according to a review of research
carried out by this author, it is perceived that the variables most used by teachers and
researchers to define academic performance are, independently, school grades, intellectual
aspect or student context.

Factors that influence School Performance

According to what was cited by Barry and Patricia Bricklin (1975), there are some areas that must
be carefully analyzed when it comes to analyzing a student with insufficient performance, these
are:

 Psychological factors: adaptation, losses, development, etc.

 Physiological factors: health problems (sight, hearing, neurological system, etc.)

  Sociological factors: context surrounding the student, family, friends, etc.

 Pedagogical factors: teaching methods, teaching strategies, study techniques, among

others.

Below are some factors that have been studied, in various places, for their possible relationship
with school performance.

Family factors

Relating school performance to family aspects, a research carried out by (Arias and Chávez, 2002)
was found, which aims to determine if the differences in school performance at the university
level are related to the educational level of the parents and mothers of the students, as well as
the size of their families (number of siblings). The research was carried out with a representative
sample of students in the last semester of the accounting degree at the Universidad Veracruzana,
using a questionnaire as a research instrument, in addition to obtaining a relationship of the
school averages of said students during their career in the degree. The results showed that the
variables evaluated (parental educational level and family size) were not significant, so it was
concluded that school performance is not determined by these variables.

Following the line of family factors, (Torres and Rodríguez, 2006) analyzed the relationship
between the school performance of students from the Autonomous University of Hidalgo and
their family context, according to their own perceptions. In this research, entitled "Factors
associated with low academic performance in 2nd year students of the Technical Secondary
School Number 38 "José María Morelos y Pavón" in Secondary students", it was based on the
assumptions that school performance depends greatly on of the context in which the family and
the student develop, and that intellectual aptitudes can be influenced by family and school
factors; Therefore, based on a questionnaire, the authors tried to obtain perceptions about the
support provided by the family, the problems that students face in their academic process, their
own and family expectations towards their career, mainly. The results show that there is a
relationship between the support that students perceive and their academic performance, as
well as the importance of including the family to increase and promote school performance and
eradicate dropouts and dropouts.

For its part, in an article written by del (Ángel and Torres, 2008) titled in its Spanish translation -
"The absence of academic achievement in the new models of family structure" a discussion is
presented on the influence of family structures. relatives on the academic achievement of
students, making a review of the different current traditional family structure models in the
United States, Latin America and Mexico. According to the information presented here, the
change in the traditional family structure has had a negative impact on the academic
achievement of students and their permanence in school, since families play a very important
role in school performance, by supporting to the students, or by supervising their work and
activities in more detail, so that having any alteration (widowed mothers or fathers, divorces,
etc.), has a negative impact on the students' performance. To support their arguments, the
authors of this article present statistical information from the United States, Latin American
countries, and Mexico. It should be noted that this study served as a basis for research to
investigate the family context of the students, in such a way that it could be known whether or
not there was any relationship between the students' poor academic performance and the family
structure of the students. themselves; Therefore, some questions were raised to find out if the
students lived with both parents and if they had siblings, their level of education and the degree
of involvement in their studies. Likewise, regarding this topic (Gutiérrez, 2007) carried out an
investigation with the aim of determining the relationship between school performance, self-
esteem and family functionality in adolescents between 10 and 17 years old from a secondary
school in the City of Querétaro, Mexico.

By applying questionnaires and self-esteem tests, he found that students who showed low
academic performance (characterized in his research as those students with a global average less
than or equal to 7), had low self-esteem and family functionality in the mid-range. , in addition to
being mostly males of 13 years old on average who studied in the evening shift. For its part, it
detected that those students who were classified as having high academic performance (with a
global score equal to or greater than 9), showed high self-esteem and family functionality, being
mostly female adolescents with an average age of 13. years and who studied in the morning
shift. Derived from his results, this researcher concluded that low self-esteem and family
dysfunction are a risk factor for poor school performance.

As can be seen, the three investigations address the relationship between family factors and
school performance from different perspectives; One does it by conceiving the educational level
of the parents and the size of the family, another as a set of circumstances – family context – and
another approaches it from the changes that current families have undergone. Thus, the results
presented in each of them served as a basis for the subsequent analysis of the information
collected.

Social Climate and School Performance

Another factor that some authors have worked on in relation to school performance is the social
climate. In a study carried out by De (Giraldo and Mera, 2000) with 147 basic education students
in Cali, Colombia, the objective was to determine the perception that these students had about
their school environment, in such a way that the results provided aspects relevant to the
improvement of the educational process of the institution under study. For this research, of the
descriptive-analytical type, an instrument aimed at the student was used that included
sociodemographic data, perception of the school in terms of satisfaction with school and study,
interpersonal relationships, as well as the support they receive from the family to His learning.

Among the relevant findings, it was found that 84.4% of the students were satisfied with the
school and almost all of them liked the study (97.9%), what they liked most was the support,
understanding and teaching style of the teachers. Likewise, it was found that there was a
statistically significant relationship between the student's satisfaction with the institution and
years attended, school performance and the relationship with classmates, as well as school
performance and understanding the teacher.

Continuing with the line of social climate and school performance, (Plazas, Aponte and López,
2006) carried out a research that sought to establish if there was any relationship between
sociometric status (degree of acceptance or rejection that an individual has within a social
group ) and school performance according to gender among 156 students from a secondary
school in the town of Valledupar in Colombia. For this research, a sociometric evaluation format
was used in which each student indicated four of their classmates with whom they would like to
share any activity and four with whom they would not wish to share any activity; Subsequently,
an analysis was carried out to classify the students within six sociometric categories: popular,
rejected, excluded, controversial, average and unclassified. Among the results of this study, it
was found that the students who were classified as popular were those who had the best
academic performance, while those who were classified as the rejected group had the worst
performance. Likewise, it was independently proven that there was a significant difference in
performance according to gender, since women had better school performance than men. It
should be noted that, according to a statistical analysis of variance, no significant interaction was
found between sociometric status and gender; However, both variables have an impact on
school performance, but independently.

As these studies demonstrate, it is considered that the students themselves have important
information that can contribute to the understanding of their behavior at school and thus
provide relevant clues to improve the educational process.

Psychological factors

School performance has also been studied from psychological aspects that characterize the
student. For example, Contreras, Espinosa, Esguerra, Haikal, Polanía and Rodríguez (2005)
conducted research with the purpose of determining whether self-efficacy and anxiety were
related to school performance in a group of high school students from a private school in Bogotá.
In colombia. Among the results of this study, it was found that self-efficacy, defined as "the
perceived ability to cope with specific situations" (Contreras et al., 2005, p.186), is directly
associated with general school performance, while anxiety no.

In this research, emphasis is placed on the aspect that self-efficacy is an element that helps
predict with greater certainty school performance, as well as the subsequent success of a
student. It should be noted that this research was carried out using an anxiety questionnaire and
a generalized self-efficacy scale; Furthermore, to define academic performance, the average
grades obtained by students in the immediately preceding academic grade were taken as a basis
(on a scale of 0-100). It is important to highlight that this study provides an overview of the way
in which a student can predict their performance based on their own perception of their abilities,
therefore, it served as a basis for this research to formulate questions that had to do with the
self-perception of the students. students, especially in terms of their school performance, effort
and ability.

2.1 research background

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