ABSTRACT

Research shows that family involvement in learning activities at school improves students’ academic performance and social cohesion. This study analyses the impact of involving families through interactive groups, dialogic literary gatherings and tutored library in a Mexican primary school in a highly underprivileged urban area, within the framework of the Schools as Learning Communities (SaLeaCom), project in Latin America. Using communicative methodology, data were collected through interviews (school principal and members of the non-profit Vía Educación which manages the project locally), focus groups (mothers, teachers and students), observations in classes, internal school reports and the comparative results of the national 2015 and 2018 standardised tests. Results show a drastic improvement in academic performance, surpassing the national average in mathematics and language by 15% and 5% respectively, and reducing conflicts in 61%. This provides evidence of how academic success and social cohesion are possible in a Mexican school like the one studied.

摘要

研究表明，家庭参与学校的学习活动可以提高学生的学习成绩和社会凝聚力。本研究在拉丁美洲的学校作为学习社区 (SaLeaCom) 项目的框架内，分析了在高度贫困的城市地区的一所墨西哥小学中，通过互动小组、对话文学聚会和辅导图书馆让家庭参与的影响。使用交流方法，通过访谈（学校校长和在当地管理该项目的非营利性 Vía Educación 的成员）、焦点小组（母亲、教师和学生）、课堂观察、内部学校报告和比较结果收集数据2015年和2018年全国标准化考试。结果显示学业成绩显着提高，数学和语言分别超过全国平均水平 15% 和 5%，冲突减少 61%。这证明了在像所研究的那样的墨西哥学校中，学业成功和社会凝聚力是如何实现的。