La perspectiva docente sobre las tareas escolares y su relación con el rendimiento académico de los estudiantes de educación general básica media en la Unidad Educativa “Vicente León”

Abstract

This research focuses on teachers' perspectives on homework and its relationship to the academic performance of middle school students. The relevance of this research stems from the current educational context, where there is controversy about whether homework truly contributes to learning or, on the contrary, merely represents a burden that consumes students' free time. By focusing on this issue from the perspective of those who design and assign these activities, the intention and other related aspects can be understood. The topic addressed is novel because it focuses on the teacher's perspective, a viewpoint that has received little analysis. Furthermore, the study seeks to obtain data from the actors directly involved with the issue, thus contributing useful information that allows for the analysis, reflection, and improvement of the educational service provided. The study was developed within the research area of Social and Educational Behavior, with a non-experimental, cross-sectional design, a mixed-methods approach (qualitative and quantitative), a descriptive level, and using documentary, bibliographic, and field research methods The entire teaching staff was surveyed, and the pilot study focused on mathematics, with 35 students from sixth grade, section "B," participating. The study concluded that teachers consider homework essential, and that for the students in this study, homework has a significant relationship with academic performance; that is, if homework is completed properly, this will be reflected in each student's academic performance.