Publication: Tareas escolares en tiempos de confinamiento Covid-19.
Percepción familiar en función de las variables escolares
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Date
2023
Authors
Gil Noguera, Juan Antonio ; Hernández Prados, María Ángeles ; Álvarez Muñoz, José Santiago
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Publisher
Universidad de Murcia, Servicio de Publicaciones
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DOI
https://doi.org/10.6018/rie.520951
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info:eu-repo/semantics/article
Description
Abstract
El debate sobre las tareas escolares se abre nuevamente en tiempos pandémicos para recordarnos
no sólo la responsabilidad de los agentes implicados, sino también las controversias que existen
en torno al tiempo, desgaste emocional, beneficios y competencias que promueve. Con el objetivo
de conocer el estado de los deberes durante el confinamiento, se llevó a cabo un estudio empírico
con un diseño descriptivo-correlacional, transversal y no experimental. Para ello, se administró
telemáticamente un instrumento ad hoc denominado “El afrontamiento de las tareas escolares en la
familia durante el confinamiento”, validado por expertos, en el que participaron un total de 1982
familias de todo el territorio español. Los resultados muestran que existen diferencias significativas
para cada una de las variables de estudio (cantidad, beneficios, competencias y desgaste emocional)
entre las distintas etapas educativas (infantil, primaria y secundaria), con el rendimiento académico
del alumnado y con la presencia de necesidades específicas de apoyo educativo, salvo para la
variable cantidad. En cambio, no se encontró significación con la titularidad del centro. De esta
forma, tanto docentes como centros educativos, han de establecer el envío de tareas creativas no
mecanicista y, a su vez, articular soporte de apoyo y colaboración con las familias en el desempeño
de las tareas escolares, especialmente en aquellas con hijos con necesidades específicas.
The debate on homework opens up again in pandemic times to remind us not only of the responsibility of the agents involved, but also of the controversies that exist around the time, emotional exhaustion, benefits and competencies it promotes. With the aim of finding out the status of homework during confinement, an empirical study was carried out with a descriptive- correlational, cross-sectional and non-experimental design. For this purpose, an ad hoc instrument called “Coping with homework in the family during confinement”, validated by experts, was administered telematically, in which a total of 1982 families from all over Spain participated. The results show that there are significant differences for each of the study variables (quantity, benefits, competencies and emotional exhaustion) between the different educational stages (infant, primary and secondary), with the academic performance of the students and with the presence of specific educational support needs, except for the quantity variable. On the other hand, no significance was found with the type of school. In this way, both teachers and educational centers have to establish non-mechanistic creative tasks and, in turn, articulate support and collaboration with families in the performance of school tasks, especially those with children with specific needs.
The debate on homework opens up again in pandemic times to remind us not only of the responsibility of the agents involved, but also of the controversies that exist around the time, emotional exhaustion, benefits and competencies it promotes. With the aim of finding out the status of homework during confinement, an empirical study was carried out with a descriptive- correlational, cross-sectional and non-experimental design. For this purpose, an ad hoc instrument called “Coping with homework in the family during confinement”, validated by experts, was administered telematically, in which a total of 1982 families from all over Spain participated. The results show that there are significant differences for each of the study variables (quantity, benefits, competencies and emotional exhaustion) between the different educational stages (infant, primary and secondary), with the academic performance of the students and with the presence of specific educational support needs, except for the quantity variable. On the other hand, no significance was found with the type of school. In this way, both teachers and educational centers have to establish non-mechanistic creative tasks and, in turn, articulate support and collaboration with families in the performance of school tasks, especially those with children with specific needs.
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Citation
Revista de Investigación Educativa, RIE, 2023, V. 41, N. 1, pp. 281-298
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