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

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.