Influence of the family and teaching environment on academic performance in primary school
Karina Hernández Hernández- Julio Álvarez Botello
- Eva Martha Chaparro Salinas
Published 2026-06-03
Keywords
- Academic performance,
- primary education,
- family support,
- teacher intervention,
- school learning
How to Cite
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Abstract
Academic performance in primary education is a key indicator of the teaching-learning process and reflects the interaction of individual, family, and school factors. The objective of this study was to analyze the influence of family support and teacher intervention on the academic performance of third-grade students in a public primary school in the State of Mexico during the 2024–2025 school year. A mixed-methods approach with a non-experimental design and explanatory scope was used. The sample consisted of third-grade students and classroom teachers. Data was collected using structured questionnaires with a Likert scale administered to students and semi-structured interviews with teachers. The results show that limited family support, a lack of study habits, and certain traditional pedagogical practices negatively impact academic performance, particularly in reading comprehension and mathematical calculation. It is concluded that strengthening school-family collaboration and implementing diversified teaching practices are key elements for improving academic performance in basic education.
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