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Conference Agenda

Overview and details of the sessions of this conference. Please select a date or location to show only sessions at that day or location. Please select a single session for detailed view (with abstracts and downloads if available).

Please note that all times are shown in the time zone of the conference. The current conference time is: 24th Aug 2026, 05:32:42am America, Santiago

Daily Overview

Session

36D: Mathematics Education
Virtual location: VIRTUAL: Agora Meetings

Presentation 2

3:48pm - 3:56pm

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

Johan Alexander Estrada Espinoza¹, Marco Antonio Sevilla Gamarra¹, Julio Winston Torres Velásquez¹, Sthephanno Alejandro García Zuñiga², Victor Alejandro García Farías³, Yvo Augusto Doig Deza², Marcos Reymer Velasquez Alvarez⁴

1: Universidad Privada de Trujillo UPRIT - (PE), Peru; 2: Universidad Tecnológica del Perú UTP - (PE), Peru; 3: Universidad César Vallejo - (PE); 4: IEP Señor de la Vida

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.