Abstract

This study focused on analyzing the various problems that hinder learning in public schools in the Dominican Republic. The methodology was quantitative, descriptive and with a non-experimental design. The population was considered to be finite, since we worked directly with the teachers who responded to a questionnaire without the need to implement sampling. The study was based on a convenience sample of 193 teachers distributed in the educational districts 08-09 Tamboril, 08-03 Santiago Southeast, 08-06 Santiago Northwest, 08-08 Licey al Medio, 06-06 Moca, and 07-02 Salcedo. The survey was used as a technique and the questionnaire as an instrument. The main findings revealed that 86.52% of the teachers considered the lack of family integration to be the most determining factor in the general problems. In addition, 80.31% indicated that weaknesses in reading and writing are the most important problem for students. On the other hand, 49.74% identified the lack of teachers as the most significant institutional problem. It is concluded that the educational authorities should fight for the creation of educational policies that guarantee the integration of parents in a more significant way in the teaching-learning processes.

Keywords:
Basic learning; Educational problems; Improvement plan