Family problems and academic achievement in mathematics among secondary school students at a private institution, Nuevo Chimbote-2025 (#2524)

Authors

Estrada Espinoza, Johan Alexander

Sevilla Gamarra, Marco Antonio

Torres Velásquez, Julio Winston

García Zuñiga, Sthephanno Alejandro

García Farías, Victor Alejandro

Doig Deza, Yvo Augusto

Velasquez Alvarez, Marcos Reymer

Abstract

This study aimed to determine the relationship between family problems and academic performance in mathematics among secondary school students from a private educational institution in Nuevo Chimbote (Peru), 2025. A quantitative approach was used, with a non-experimental, cross-sectional design and a descriptive–correlational scope. The sample comprised 65 ninth-grade students. Family problems were measured using a 12-item questionnaire (psychological, behavioral, and communication dimensions), and mathematics performance was obtained from official first-term grade records under a competency-based framework. Internal consistency was adequate (overall Cronbach’s α = 0.827; overall ordinal α = 0.84). Descriptively, mild family problems predominated (66.2%), and most students were at the “starting” achievement level in mathematics (53.8%). Bivariate normality tests rejected joint normality; therefore, Spearman’s rho was applied. No significant relationship was found between family problems and mathematics performance (ρ = −0.118; p = .350). It is concluded that, in this sample and time period, family problems were not statistically associated with mathematics achievement. Strengthening mathematics learning support and monitoring results across additional school periods are recommended.