Factors that influence academic performance in mathematics among tenth-grade students

Abstract

The research was carried out at the Heroes and Martyrs Institute of Pueblo Nuevo during the closing of the 2025 school year, with the purpose of analyzing the socioeconomic, pedagogical, and personal factors that affect the academic performance in mathematics of tenth grade secondary school students. In addition, the perception of teachers and parents about these variables was described and the relationship between these factors and academic performance was established. The study had an applied, descriptive, correlational, and field approach, with a cross-sectional scope. For data collection, Likert-type surveys aimed at tenth grade students, interviews with mathematics teachers, and focus groups aimed at parents were used. The sample was made up of 59 students selected through stratified probabilistic sampling. The results show that socioeconomic, pedagogical, and personal factors affect the academic performance in mathematics of tenth grade students. Among the most relevant findings were identified the lack of adequate conditions for study at home, limited family accompaniment, difficulties in prior knowledge and the absence of study habits, factors that affect motivation and meaningful learning. Statistical analysis using Spearman's Rho coefficient showed a positive and significant relationship between pedagogical factors and academic performance (ρ=0.296; p=0.024). It was shown that performance in mathematics is mainly influenced by personal and pedagogical factors, while socioeconomic factors do not show a statistically significant relationship.