Parents’ Instruction Level in the Academic Performance of Their Children: A study in an Elementary School

Abstract

The present study aims to describe the relationships between the parents’ instruction level and academic performance of their children. The participants were 20 students’ parents of the second and fourth grade of elementary education of an educational institution private of Lima-Peru. For the study there was prepared a Perception of Parents’ Instruction Level Scale that it demonstrated suitable reliability levels ($\alpha =$.77 to “My instruction’s level sub scale and $\alpha =$.86 to “My instruction’s level and support request). One concludes that the parents’ instruction level to support for themselves their children had a significant relation with the academic performance in the mathematics ($r =-.46, (\mathrm{p}\lt).05$), but does not related with communication, science and technology, and social personnel. Finally, boxplots analysis shows that the mothers at low instruction level (central cases) are those who look for external support and/or trust in its knowledge to educate their children.