Abstract
The purpose of this study was to determine the factors associated with academic achievement in primary education during emergency remote teaching. For this purpose, a quantitative approach was used, with a non-experimental and cross-sectional design. The participants were 103 tutors of elementary school students in the south of the State of Sonora, Mexico. The type of sampling used was non-probabilistic. An instrument was used to measure the family-school relationship during confinement, as well as other variables such as sex, type of financing of the educational center and the final average of the previous cycle. The main findings allow establishing moderate positive correlations between the communication and participation dimensions and academic performance, as well as a high positive correlation between the technological scenario and academic performance. Likewise, significant differences were found between the academic performance of private school students and those enrolled in public schools.
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