1

Chapter 1

THE PROBLEM AND ITS RESEARCH DESIGN

INTRODUCTION

Rationale of the Study

Education is a key component of human quality that is essential for

generating high incomes and sustainable socio-economic development.

Education is characterized as an essential ingredient in poverty eradication.

The academic goal of young learners necessitates profound and extra-

ordinary tutoring expected by parents, teachers, and stakeholders. Collins (2017)

offers numerous factors in educational purposes to learners. The home

environment is considered one of the significant factors affecting learners'

performance and academic achievement.

The home environment refers to aspects of peoples domestic lives that

contribute to their living conditions; this includes all the human and material

resources present at the home that affects the student’s education and living,

such as the parent’s level of education, their occupation, socio-economic status

and socializing facilities available in the house.

Home environment is the most powerful informal learning situation in

which the families, especially parents, act as educators. The family represents

the first and probably the most influential learning context where very young
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children typically acquire language, knowledge, skills, and behavior. This has the

potential to shape their readiness for school, attitudes towards learning, and their

later academic attainment.

Academic achievement is the performance of students in the field of

education. Learning is the interaction between a learner and the environment if

environment is favorable, the learner feels easy to learn and gets fully

concentrate on their studies. Learning starts from home when child’s born. Child

learns a lot from the family in every way. Home environment has great impact on

learning (Nimmimaria, 2015). The home environment plays a major role in

determining the child’s personality and also in their achievement. The home has

an important influence on the child’s academic achievement. What the child

learns at home and how his family motivates him towards education contributes

to the child’s success in school. Thus, the home is the basic institution for

providing the child’s primary socialization and laying the educational foundation

for the child upon which the other agents of socialization are built.

In this study, the researcher wants to find out and assess the relationship

between the level of influence of home environment and the level of academic

achievement of the Key Stage 2 learners at Tayud Elementary School, Liloan

Central Elementary School, Yati Elementary School, Liloan, Cebu. Being a

school leader in this area, he considers this research to have a great importance

for the teachers, parents, learners, and the overall success of the school. This

analysis is also carried out to develop an enhancement plan for home

environment.
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Theoretical Background

This study is linked with various theories such as: Learning Environment

Theories (Bertrand, as cited by Ebrary.net, 2022); Jean Piaget’s Cognitive

Development Theory; and Ecosocial Theories by Nancy Krieger. Moreover, legal

bases such as DepEd Order No. 12, s. 2020 - Adoption of the Basic Education

Learning Continuity Plan for School Year 2020-2021 in Light of the COVID-19

Public Health Emergency; DepEd Order No. 13, s. 2022 – Omnibus Guidelines

on the Regulation of Operations of the Parents-Teachers Association (PTAs);

and DepEd Order No. 1, s. 2022 – Revised Policy Guidelines on Homeschooling

Program supported this study.

The learning environment theories focus on different constructs within the

educational system that include the student, society, and the content being

taught. These theories flow from the psychological theories of learning, which

include cognitive theories, social cognitive theories, and instructional system

design theories (Bertrand, as cited by Ebrary.net, 2022).

The first of these is purely cognitive, but can be thought of as “internal

processes of the mind or a development of learning abilities and strategies”.

Cognitive theories are difficult to examine separately from other issues going on

for the student. Cognitive theories seem too encompassing to be thought of as a

teaching theory; rather, they seem to be a way of thinking about curriculum.

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THEORIES LEGAL BASES

DepEd Order No. 12, s. 2020

- Adoption of the Basic
Education Learning Continuity
Learning Plan for School Year 2020-
Environment 2021 in Light of the COVID-19
Public Health Emergency
Theories (Bertrand,
2003; as cited by DepEd Order No. 13, s. 2022
Ebrary.net, 2022) – Omnibus Guidelines on the
Regulation of Operations of
Cognitive the Parents-Teachers
Development Association (PTAs)
Theory (Jean Piaget)
DepEd Order No. 1, s. 2022
– Revised Policy Guidelines
Ecosocial Theories on Homeschooling Program
(Nancy Krieger)

Influence of Home Environment on

Learners’ Academic Achievements

Enhancement Plan on Home

Environment

Figure 1

The Theoretical – Conceptual Framework

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The second subcategory of learning environment theories is called social

cognitive theory. This asks students to be conscious of the social and cultural

interactions that occur during their educational experience. Social cognitive

theory focuses on teaching and learning through various forms of social

interaction, which has the potential for being highly affective even in the most

traditional teaching environments - it must be experiential and affective or

learning would not occur. Social cognitive approaches imply social interaction–

connection–awareness of social and cultural similarities and differences.

The third domain of Bertrand's (2003, as cited by Ebrary.net, 2022)

educational theories is the social theories. These theories hold to a belief that

education can and “ought to allow us to resolve social, cultural and environment

problems”. These theories have laid the groundwork for social justice in nursing,

ecological awareness, and social intelligence content in many academic

programs.

The second subcategory of social theories called learning community

theories asks the student to have personal growth in combination with his or her

social awareness and involvement. There are many constructs in this domain

that are perfectly aligned with affective teaching and learning. It involves the use

of teams, groups, and cooperative instruction that looks for outcomes in social

skills. This theory is a perfect fit for SEL models, discussed earlier.

The third subcategory is eco-social theories, where there is a focus on a

need to address the interaction between humans and their environment. The
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concern is an ecological one, one that is global, serious, and being integrated

more frequently into schools’ curriculum.

It most often comes to by a younger, socially aware population of students

that have already placed this factor into their lives in a permanent way. Now, as

students, they bring this forward as a way of being, rather than an educational

process. Faculty continues to expand this form of care for more than just the

people we care for, rather for the world we live in. Again, it is worth stating that

each of the social theories requires self-aware students who bring most of this

information along with them from their past to change the environments in which

they are learning. It may also involve an enlightened faculty member who has

intentionally made these new and necessary changes in his or her teaching, so

that even his or her language is different. Such teachers often live this way as a

natural way of being in the world and bring it into the classroom as if it were a

given and known to everyone in the room. Certainly in the past 10 years we see

more of the social theories come to life, and we will probably have seen more as

the next generation of faculty brings to the classroom topics of power

differentials, personal awareness, social change, and ecology.

Moreover, this is supported by legal bases such as DepEd Order No. 12,

s. 2020 - Adoption of the Basic Education Learning Continuity Plan for School

Year 2020-2021 in Light of the COVID-19 Public Health Emergency. In order to

provide clear guidance to all offices, unit, schools and community learning

centers (CLCs) of the Department of Education DepEd), learners and their

parents, partners, and stakeholders, the department developed a Basic

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Education Learning Continuity Plan (BE-LCP), a package of education

interventions that will respond to basic education challenges brought about by

COVID 19. In developing the BE-LCP, DepEd engaged internal and external

stakeholders for inputs in the design of a learning delivery strategy and

operational direction that ensure the health, safety, and well-being of all learners,

teachers and personnel of the Department.

Additionally, this is also backed up by DepEd Order No. 13, s. 2022 –

Omnibus Guidelines on the Regulation of Operations of the Parents-Teachers

Association (PTAs). Every elementary and secondary school should form a

Parents-Teachers Association (PTA) to provide a platform for the discussion of

concerns and solutions connected to the overall school program, as well as to

assure the complete collaboration of parents in the efficient execution of such

program. Every PTA must offer methods to enable good coordination with

community members, a channel for expressing pertinent problems, and

assistance and support to the school for the promotion of their shared interest.

Standing committees within the PTA organization may be formed to collaborate

with community members. To build unity and collaboration, regular forums with

local government entities, civic organizations, and other stakeholders may be

held.

As a school-based organization, the PTA must follow all current rules and

implementing guidelines established or to be issued by the Department of

Education. The PTA shall function as a support organization as well as a key

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partner of the school, with a relationship defined by cooperative and open

discussion in order to enhance the welfare of the kids.

Lastly, this is also aligned with the DepEd Order No. 1, s. 2022 – Revised

Policy Guidelines on Homeschooling Program - the Department of Education

(DepEd) has issued revised policy guidelines on Homeschooling Program to

provide substantive guidance on its implementation. Briones, in the DepEd Order

dated Jan. 21, said that the revised policy guidelines on the Homeschooling

Program are consistent with its mandate “to establish, maintain and support a

complete adequate, an integrated system of education relevant to the needs of

the people and society.”

The revised guidelines, DepEd said, were guided by the constitutional

directive to “support the natural and primary right and duty of parents in the

rearing of the youth for civic efficiency and development of moral character.”

DepEd said that Homeschooling Program is designed as one among the

Alternative Delivery Modes (ADMs), which may be offered by any public or

private school as a “response to the needs of learners who cannot regularly

report to school due to medical conditions, family situations and difficult

circumstances that require more regular parental support and supervision.

Meanwhile, Larson, R. W. (2020) analyzes the development of positivity

as one of many examples of learning experiences that should be studied as part

of active youth development. The initiative is essential for adults in our society
 9

and will become more critical in the 21st century, but young people rarely have

the opportunity to learn it.

Appleton, J. J., et al. (2018) supports the link between participation,

achievement, and school behavior between the level of economic and social

strengths and weaknesses. Yale, A. T. (2019) says private tutoring plays a vital

role in the university's student experience. Younas et al. (2020) private tutoring

embodies the relationship between students and the university, which shows that

it can provide insights beyond the specific relationship between institutions and

higher education backgrounds.

Realyvásquez-Vargas, A. et al. (2020) study targets to determine the

influence of lights, noise, and heat levels on college students' educational

performance during the COVID-19 pandemic. Aristovnik, A., et al. (2020) shown

that students are most satisfied with the faculty's support and their university's

public relations during the global blockade and the transition to online learning.

Bhang, S. Y., et al. (2018) impact of acute noise on cognitive function has long

been the subject of research, but these effects are still a severe problem of

school-age children's academic performance.

Okręglicka, M. (2018) explains that higher education has shaped many

future administrators, policymakers, organizers, and educators. It is possible to

get ready students and increase evidence and knowledge to move for

sustainable future. Parents are the most liable and accountable personalities for

training the learners on numerous moral, ethical, behavioral, and adaptability

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levels. They are providing necessities and luxuries of life to develop cognitive

abilities for educational velocity.

Numerous studies have investigated the parental economic background

as a factor, e.g., Mully (2021), Jeyne (2015). Such studies have observed

different variables such as parents' education profession and personal income

and discovered the children whose parents have good financial background can

perform well in school. Therefore, a student's academic performance cannot

separated from home atmosphere in which children lives in well home

environment Vamadevappa, H. V. (2015) said it is positive and substantial

relationship among parents involvement and educational achievements.

Education has one of the vital tasks to guide young people to become valuable

members in society and the training informally starts at home. The home is the

first school for children they enter to learn after he born, contributing the most

crucial part in developing a child's personality.

Faaz, M. (2017) exemplifies the present scenario of Socio-Economics

Position has a powerful impact on students' educational achievements. A clear

difference can realize between the students who belongs to a good financial

position and the level of parents education. The home environment means the

child's family background, including all human and substantial resources present

in the home which affect the living status of child’s such as parent's education,

profession, financial status, and the socializing about the facilities presented in

house. Capraro, M. M., et al. (2020) highlighted demographic factors and the
 11

effects of financial status are still dominant at individual level. So, home is base

to improve the child's primary characteristics.

Eamon, M. K. (2015) deliberated in several different methods; it is often

intended by observing in parental education, employment, income, and abilities

used by people individually or collectively. Duke, N. K. (2020) explain students'

achievement is undesirably correlated with parents' low financial level because it

is hindrance in individual’s to gain access and resource of learning. It is helpful if

govt. provide national education policy for homes and schools about this

excellent task which covers the national goals. Fan, X. & Chen, M. (2021)

suggest that parental involvement positively influences students' academic

attainment is naturally appealing the society. In particular, for learning a

sustainable education, the parent’s role is very important to solve many

education problems.

Gottfried, A. E., et al. (2014) discuss the parental motivational role in

child’s academic inherent motivation and success in longitudinal study of

children. There is a helpful and significant association between parental

participation and academic achievement. The intact environment includes home

and care facilities, neighborhood, school, fellow students, and everyday life

encountering people. Garzon, G. (2016) pointed out the students with high SES

level can perform better than middle-class students, and the middle-class

students can perform better than low level SES students. It has a marvelous

effect on student achievement, whether we are speaking about the living

situation or learning environment.

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Many studies have highlighted the positive connection between the home

environment and the secondary school students' academic performance, e.g.

(NIMMI MARIA 2015 Dr.Y.S.Deswal, Rekha Rani (2014) Jayanthi J. and

Srinivasan K (2015). The studies' key focus relied on parents' unique role in the

academic life of young learners. Shinivasan (2015) highlighted that parents'

encouragement and motivation significantly affected academic performance and

proved to be a positive reinforcement for young learners.

This study aims to assess the influence of home environment to the level

of academic achievement in English, Science, and Mathematics (EnSciMa)

among the Grade III learners in the research environment.

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THE PROBLEM

Statement of the Problem

This research assessed the home environment and its influence on the

level of academic achievement in English 4, Science 5, and Mathematics 6

(EnSciMa) among the Key Stage 2 learners at Tayud Elementary School, Liloan

Central Elementary School and Yati Elementary School, Liloan, Cebu for School

Year 2022-2023 of Quarter 1 as basis for an enhancement plan on home

environment.

Specifically, it answered the following questions:

1. What relevant information from respondent-groups can be derived in terms

of:

1.1 teachers’

1.1.1 age and gender;

1.1.2 civil status;

1.1.3 highest educational attainment;

1.1.3 length of service;

1.1.4 performance rating; and

1.1.5 relevant trainings, seminars, and workshops attended?

1.2 parents’

1.2.1 age and gender;

1.2.2 highest educational attainment;

1.2.3 number of children; and

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1.2.4 time spend on child’s education?

2. As perceived by the respondent-groups, what is the level of influence of

home environment of the parents and learners in terms of:

2.1 friendly home environment;

2.2 home facilities;

2.3 parents’ attention and care;

2.4 parents’ motivational behavior and

2.5 parents’ financial status?

3. As assessed by the teacher-respondents, what is the level of academic

achievement of the Grade III learners in the following English, Science, and

Mathematics competencies:

3.1 English:

3.1.1 Describe one’s drawing about the stories/poems listened to

using simple and compound sentences

3.1.2 Write a short descriptive paragraph about a character or

setting in stories listened to

3.2 Science:

3.2.1 Classify objects and materials as solid, liquid, and gas

based on some observable characteristics

3.2.2 Describe changes in materials based on the effect of

temperature: solid to liquid

3.3 Mathematics:
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3.3.1 visualizes numbers up to 10 000 with emphasis on numbers

1001 - 10000

3.3.2 gives the place value and value of a digit in 4- to 5-digit

numbers

4. Is there a significant relationship between the level of influence of home

environment and the level of academic achievement of the learners?

5. What are the challenges and barriers experienced by the respondents in terms

of influence of home environment in improving the academic achievement of their

learners?

6. What enhancement plan on home environment can be proposed based on the

findings of the study?

Statement of Null Hypothesis

Ho1. There is no significant relationship between the level of influence of

home environment and the level of academic achievement of the learners.

Significance of the Study

This study exposed the teachers and served as a guide that would enable

them understand their learners and know the approach or method to adopt in

teaching so as to bridge the gap of variation in academic performance and how

to organize to use to see that every student is carried along no matter his or her

family’s condition.
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The findings of this study offered significant information and insights to the

following:

Department of Education. The outcomes of the research will give

division/district heads with information on the impact of the home environment,

as well as a novel technique or method to use in teaching for learners to improve

their academic accomplishment.

School Heads. The study's findings may drive school administrators to

support their instructors in acquiring a better grasp of the home environment

process and to contribute in boosting student accomplishment by utilizing the

study's findings.

Teachers. The study's findings will help teachers become more mindful of the

home environment and its impact on students' academic progress. This might

also act as an encouragement for parents and teachers to communicate better.

Parents. This research will aid parents since they will understand what has to

be altered or improved in order for their children to meet their learning objectives.

This may pique their attention and encourage them to develop good study habits.

Learners. The students value educational learning and abilities, as well as

the chance to cultivate their own unique talents and interests. Homeschooling

allows students to dedicate as much time as they need to their studies.

Researcher. The outcomes of this study will be her contribution to improving

the educational environment and the performance of teachers and students.

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Future Researcher. This study will inspire future researchers to thoroughly

analyze various elements within the framework of the school that might affect

efficacy.

RESEARCH METHODOLOGY

This part contains the research methodology which include the method to be

used, the flow of the study, research environment, research respondents,

research instruments, data gathering procedures, statistical treatment of data,

scoring procedures and definition of terms.

Design

The design of this research was a descriptive-correlational engaging

quantitative approach in assessing the influence of home environment towards

the academic achievement of learners in English, Science, and Mathematics.

Flow of the Study

The input of the study included the relevant information of the respondent-

groups’ age and gender, civil status, highest educational status, length of service,

performance rating, relevant trainings, seminars, and workshops attended,

number of children, and time spend on child’s education. This also covered the

level of influence of home environment of parents and learners; as well as the

level of academic achievement of learners in English, Science, and Mathematics.

This is followed by the testing of relationship between the level of influence of

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home environment and the level of academic achievement of the learners.

Moreover, the challenges and barriers experienced by the respondents in terms

of influence of home environment in improving the academic achievement of their

learners were also taken into considerations.

The process of the study included the research procedure that was strictly

followed guided by the research approach it employed which was the descriptive-

correlational design of research.

The output of the study was the enhancement plan on home environment.
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INPUT PROCESS OUTPUT

Relevant information
taken from the
respondent-groups
Transmittal Letter

Level of influence of Permission and

home environment of Collection of Data
parents and learners

Level of academic Applying Statistical

achievement of learners Analysis
in English, Science, and
Mathematics Presentation,
Analysis, and
Relationship between Interpretation of Enhancement
the level of influence of Data Plan on Home
home environment and Environment
the level of academic Draw Findings,
achievement of the
Conclusion and
learners
offers
Challenges and barriers Recommendations
in terms of influence of
home environment in
improving the academic
achievement of their
learners
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Figure 2

The Flow of the Study

Environment

This study was conducted in Tayud Elementary School, Liloan Central

Elementary School and Yati Elementary School, Liloan, Cebu as presented in

Figure 3.

Tayud Elementary School  is a public elementary school located in

Barangay Tayud, Municipality of Liloan. It is a complete elementary school. It is 4

(four) kilometers away from the town proper. The access roads leading to the

school are all concreted. The school is situated along the highway, North Coastal

Road. There are two (2) private school located in the area: Saint Angelo Learning

Center and Academia del Christifidelis.

The school enrolment is decreasing  for the past three years. In the school

year 2016-2017 the enrolment was 2,285, in the following year 2017-2018 the

enrolment was 2,228 a difference of 57 pupils. The enrolment for 2018-2019 is

2,213 up to 103 decrease in the number of pupils. Currently, the enrolment for

2019-2020 is 2,125. A difference of 88 pupils or 4.14% from the previous

recorded enrolment. 

The School Heads work varies from supervision of teachers, clerical works

and to utility jobs. There are 64 teaching staff who caters the instruction to pupils.

Hence, they also act  as coordinators and are assigned with ancillary jobs.  There
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5 Master Teachers who helps the school head in providing technical assistance

to teachers.
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Figure 3

Location Map of the Study

There are 6 kinder teachers who have specialization in pre-elementary

education and who are with MA units in pre-elementary. There are 9 teachers

and classes from Grade 1 to 6 except for Grade 3 which has only 6 . The school

has 7 teachers who are designated T3,   9 who are T2 and 43 teachers are T1.

All teachers were trained in the K to 12 Basic education Program except those

that are newly hired. Most of the lower grades teachers have attended BASA

PILIPINAS trainings. Master Teachers handles LAC Sessions every third Friday

of the month. LAC Sessions have been found out to be an effective tool in

carrying out issues and concerns regarding teaching and learning process

especially on the least learned skills.

To improve and keep themselves abreast with the lates trends in

education, 25% of the total teacher population are taking up post graduate

studies in different universities in the city. Every semester all teachers are given

training to upgrade/ improve their competencies. LAC Session is also conducted

every last Friday of the month to share best practices and ask teachers on their

concerns in the teaching and learning process. New topics were discussed

based on their needs. A Graded LAC Session is conducted weekly to discuss

about the competencies to be taught in the following week and how to get

through it. LAC Sessions have been found out to be an effective tool in carrying
 23

out issues and concerns regarding teaching and learning process especially on

the least learned skills.

The core business of the school is teaching and learning to ensure that

our students develop their full potential. Develop creativity, wisdom and

enterprise to shape ideas and solutions. Teachers are tasked to bring out the

best in every individual by providing an ideal learning environment that optimizes

well-being. Teachers ensures that they keep their classroom humming with

positive energy.

There are  only 33 classrooms  available in the school while there are 57

sections or classes. The school is implementing shifting of classes. Only the

Kinder classes are in full session while Grades 1-3 starts their class at 6:00 in the

morning until 12:00. Grades 4-6 classes starts at 12:00 noon to 6:00 in the

evening. Most parents pick up their children from school to home.

            Good health is essential for learning and cognitive ability. Ensuring

good health when children are of school age can boost attendance and

educational achievement. Healthy children learn better. There have been ways to

improve not only children’s health and nutrition, but also their learning potential

and life choices both in the short and long-term.

Tayud is situated at approximately 10.3814, 123.9963, in the island

of Cebu. Elevation at these coordinates is estimated at 12.7 meters or 41.7 feet

above mean sea level.

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Respondents

The respondents of the study were the 50 teachers and 100 parents at

Tayud Elementary School, Liloan Central School and Yati Elementary School,

Liloan, Cebu. The respondents were chosen using universal sampling. The

inclusion criteria were as follows: a] that they are teachers and parents at Tayud

Elementary School, Liloan Central School and Yati Elementary School; b] that

they have been in the profession for more than a year; and c] that they are willing

to participate and cooperate in the said undertaking.

The Grades 4-6 learners also served as respondents of this study as their

age, gender, and academic achievement in English, Science, and Mathematics

were taken into considerations.

Table 1 shows the distribution of respondents.

Table 1
Distribution of Respondents

Tayud Elementary School, Liloan

Respondents
Central School and Yati Elementary
School f %

Teachers 83 33.2

Parents 117 46.8

Learners 50 20
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Total 250 100

Instrument

The main questionnaire of this study was a modified standardized

questionnaires taken from the study of Younas, et.al., (2020) on “Effect of Home

Environment on Students’ Academic Achievements at Higher Level”.

This is divided into four (4) parts.

The first part solicited information about the profile of the respondent-groups

as to their age, gender, highest educational attainment, length of service,

performance rating, and relevant training, seminars, and workshops attended,

number of children, time spends on child’s education.

The second part of the questionnaire was a modified standardized

questionnaires taken from the study of Younas, et.al., (2020) on “Effect of Home

Environment on Students’ Academic Achievements at Higher Level”. This part

dealt with the level of influence of home environment of the parents and learners

in terms of friendly home environment, home facilities, parents’ attention and

care, motivational behavior, and financial status. This tool consisted of 21 items

which was measured using a 5-point Likert scale: 5 for STRONGLY AGREE, 4

for AGREE, 3 for UNDECIDED, 2 for DISAGREE, and 1 for STRONGLY

DISAGREE.
 26

Meanwhile, the third part dealt with the level of academic achievement of the

Grade 4-6 learners based on the provided competencies in English, Science, and

Mathematics for the First Quarter.

Lastly, this included the challenges and barriers experienced by the

respondents in terms of influence of home environment in improving the

academic achievement of their learners.

Data Gathering Procedure

This research followed a step-by-step process in the conduct of this research

endeavor.

First, a letter was made addressed to the Schools Division Superintendent of

SDO Cebu Province for approval of the conduct of the study.

After the letter was approved, the questionnaires were personally distributed

to the respondents. The respondents were given ample time of preferably 20-30

minutes to answer the questionnaire.

Data was then collected and submitted to the statistician for statistical

treatment. It was subjected to further presentation, analysis, and interpretation

with the guidance of the research adviser.

The final draft was submitted for finalization and corrections.

Statistical Treatment of Data

The following were the statistical procedures that were used by the

researcher in the presentation and interpretation of the data.

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Simple Percentage. This determined the profile of respondent-groups in

terms of their age, gender, civil status, and highest educational attainment, length

of service, performance rating, relevant training, seminars and workshops

attended, number of children and time spend on child’s education.

Mean. Computation of the mean was employed to assess the influence of

home environment to the level of academic achievement of the Grade 4-6

learners in terms of friendly home environment, home facilities, parents’ attention

and care, parents’ motivational behavior, and parents’ financial status.

Chi-square. This determined the relationship between the level of influence

of home environment and the level of academic achievement of the learners.

Scoring Procedures. The following were the scoring procedures:

Weight Range Response Verbal Description

Category
5 4.21 - 5.00 this means that one strongly agree
Strongly Agree with the statement without a little
doubt
4 3.41 – 4.20 this means that one agree with the
Agree
statement
3 2.61 – 3.40 this means that one do not agree
Undecided
nor disagree with the statement
2 1.81 – 2.60 this means that one disagree with
Disagree
the statement
1 1.00 -1.80 this means that one strongly
Strongly
disagree with the statement without
Disagree
a little certainty
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DEFINITION OF TERMS

To fully understand the terms used in this study, conceptual terms that are

integral and critical to this study are operationally defined.

Academic Achievement. This refers to the extent to which a student or

institution has achieved either short or long term educational goals. Achievement

may be measured through students’ grade point average. In this study, this

pertains to the performance of the Key Stage 2 learners in English 4, Science 5,

and Mathematics 6 (EnSciMa).

Challenges and Barriers. This shows the challenges experienced by the

respondents in terms of influence of home environment in improving the

academic achievement of their learners

Enhancement Plan on Home Environment. This enhancement plan is a

valuable tool for gathering information pertaining to teaching style, instructional

strategies utilized, course organization, assessment of learning, and provision of

feedback. In this study, this refers to the development of home environment of

parents and learners.

Home Environment. The home learning environment is the combination of

everything one and family do and the spaces the child has access to that affect

their development and learning. This includes the opportunities a learner has to
 29

play and interact with books, objects and everyday experiences to help them

make sense of their world. This will be measured using a 5-point Likert scale.

Friendly Home Environment. Student-friendly teaching learning

environment is considered to have been constructive in stimulating

confidence, creativity, criticality, social spirit and self-reliance

among students.

Home Facilities. A dedicated home learning space can help

develop child’s creativity, sharpen their focus, and increase their

motivation to read and learn.

Parent’s Attention and Care. It is important to note that if parents

or guardians are involved in their children's education, their children

will have more opportunities to excel academically.

Parent’s Motivational Behavior. The importance of motivation for

learners correlates with success at school. Hence the reason why

parents and teachers are concerned with helping students become

more motivated in their studies.

Parent’s Financial Status. The financial status and education do

have an important influence on the personality of child. Educated

parents can better understand the educational needs and their

children’s aptitude.

Relevant Information. This refers to the profile of the teachers and parents

at Tayud Elementary School, Liloan Central School and Yati Elementary School,
 30

Liloan, Cebu covering their gender, highest educational attainment, length of

service, and relevant trainings, workshops and seminars attended.

Gender. The designation of the teachers as male or female is

alluded to in this report.

Highest Educational Attainment. Below are the highest rates of

teacher qualification in this study: BA; with MA; Full Fledge; MA;

with Ed. D., Full Fledge, MA. Complete Fledge Ed. D., and

sections.

Length of Service. This is the amount of time that the teachers

spent teaching in their 5 years, 6-15, 16-25, 26-35 and 36-45 years.

Relevant Seminars and Trainings. This refers to educational

events or a large lecture course that feature one or more subject

matters, delivering issues via lecture and discussion through a

renowned speaker that help teachers acquire knowledge, skills,

competencies, and updates about teaching and other related fields.

 31

Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

To fully understand the relationship between the level of influence of home

environment and the level of academic achievement of the Grades 4-6 learners,

a thorough review of literature is conducted.

The review of these ideas provided a better understanding of the research

leading to the investigation of how the parents manage to teach their children

and how it would help in the overall success of their learners’ academic

performance.

Related Literature

In her doctoral dissertation Parveen (2017) studied students’ home

environment and was of the view that it significantly influences student’s

childhood which has further influences on adult life of the child. Parveen (2017)

along with Muola (2020) believe that home environment hinders or support

children overall development.

Parents’ attitudes play a dominant role and where it is supportive

enhances children performances and has positive impacts on child’s

development. Interactions of family members are contributive for students’ as it

 32

enables them to improve their linguistic, social and intellectual skills. There is

evidence that supportive home environment enhance child’s confidence in

his/herself, enable them to be sociable. This confidence helps students in

developing their adjustment capabilities in different environments which positively

influences students’ educational performances. Students living in non-supportive

home environment struggle in every walk of life including educational life

(Parveen, 2017; Bandhana & Sharma, 2022).

Home interactions of family members at home are frequent. Head of the

family communicates messages to family members to perform home related

activities at home and outside of it. The tune, words and approach in

communication reflects the attitude of the head of the family and the reply of

family members to the head of the family has the same ingredients which also

constitutes their attitude towards the head of the family and his/her

communication. Besides, family decisions are major factor that involve in-depth

interactions of the family members. It is the stage from where the importance of

family member say/opinion can be judged. Families that involves children in their

decision making process enable their children to have self-confidence develop

their self-esteem and thus contribute towards social development of students

(Codjoe, 2017, Hussain & Naz, 2018; Ewumi, 2016).

Children educational activities at home are based on the physical

environment of their home. Home facilities of children enable and restrain them in

practicing educational activities at home. Class preparation and practice at home

are fundamental for child, as a child spends only five and six hours at school and
 33

the remaining time is spent at home which needs to be utilized properly

(Roemmich, Epstein, Raja, Yin, Robinson, & Winiewicz, 2016). The proper

utilization of home time of child means provision of educational environment at

home, which plays a dominant role in improving the educational performances of

children. The establishment of Parents’ Teacher Councils/ Associations at school

is an important step toward increased parent’s involvement in the educational

activities of children (Hussain & Naz, 2018).

Machet (2022) further presented more detailed description of home

environment and its influences on the educational performances of students. The

power of imitation enables the children to learn from their parents and elders.

Parents watching TV, having lunch, dinner and breakfast and other activities at

home provide numerous learning opportunities for children from parents and

other family members.

Study conducted by Clark, Goyder and Bissel (2017) also agreed that

positive domestic environment is the prominent indicator of students’ success in

their academics. They further added that teaching learning process carried out at

school is incomplete without the support of home environment. In this regard the

study of Shah, Atta, Qureshi, and Shah, (2022) emphasized that the awareness

of parents’ role in the education of their children is fundamental. It makes the

relationship between students’ home environment and their academic

achievement at secondary school level.

Parents who take responsibility for children learning result in increasing

their kids’ interest in the studies. Therefore, this study was aimed to investigate
 34

the relationship of home environment and the educational performances of

secondary school students. Although its role has been accepted and proved by

different researchers (Parveen, 2017; Moula, 2020; Bandhana & Sharma, 2022)

the present study intent to explore home environment and its relationship with

students’ educational performances in Pakistani context.

According to Fairmon (2020), in most education systems of the world,

secondary education is the highest learning level that prepares one for university

or vocational training. In this regard, education at secondary level is critical in

strengthening economic growth within the framework of global perspective.

Pintrich and De Groot (2021), show that student better attainment in

academics is necessary for developing the success of young groups in a society.

Therefore, it is very important for students to achieve higher academic

performance at this level because education is seen as a pathway for attaining

social mobility and therefore it should bestow a person with the right skills and

experience so as to tackle properly responsibilities within a society without any

discrimination.

The home environment refers to aspects of peoples domestic lives that

contribute to their living conditions; this includes all the human and material

resources present at the home that affects the student’s education and living,

such as the parent’s level of education, their occupation, socio-economic status

and socializing facilities available in the house (Akinsanya, Ajayi & Salomi,2021).

Thus, the home is the basic institution for providing the child’s primary

socialization and laying the educational foundation for the child upon which the
 35

other agents of socialization are built. According to Adesehinwa and Aremu

(2020), the education received by a child from parents and others at home is

most likely to have highly significant and dominant effects on the behaviours of

the child later in life.

Slaughter and Epps (2022), refer to home environment as the

characteristics of societal component created by members of the family living

together in one area and do activities that are directly related to the duties of the

family. According to Slaughter and Epps (2022), academic performance of

students is also influenced by the kind of environment the student is directly

involved in at home. In a similar observation, Barnard (2020), observed that the

performance in students’ academics strongly relies on the manner in which the

parents are involved in matters concerning their children academics. Barnard

(2020), further indicated that the government has increased school engagement

through implementation of programs in school settings to reduce chronic

absenteeism and truancy such as addressing individual student/family needs

within-family communication, needs for social services, problem-solving and

tutoring.

Jayanthi and Srinivasan (2020) noted that home environment was

positively correlated with academic achievement of students in mathematics.

There are many home environmentally related factors which are likely to

influence students’ academic performance. However, the variables under

investigation in this study included parents’ level of income and parenting style.

These two variables comprised the independent variables whereas students’

 36

performance comprised of the dependent variable. According to Parveen (2017),

the size, income and relations of the family, educational level of parents, social

and economic status of the family had a positive significance on student

academic performance. Students’ academic performance in any institutions

attracts much interest to all the stakeholders in the education sectors and the

community in general. According to Ali, Jusoff, Ali, Mokhtar and Salamat (2019),

in any educational institution students are the most important asset.

Machana, Kevogo and Mwebi (2017), study on the influence of selected

home environmental factors on pupils’ academic performance in public primary

schools, Kenya and established that most of the parents had a great influence on

children’s study habits at home and could also discuss with their children on their

academic progress. The author recommends that parents should engage

educated caregivers at home to help them participate effectively on the academic

activities of their children. Therefore, it can be said that parents who are well

educated can provide a conducive environment that fits the students’ academic

affairs of the children hence high educational performance.

Kunje (2021), observed that wealthier families in Malawi seemed to

influence achievement of their children in school more than poorer families by

providing for the needs of students and motivating them to attend school.

Nevertheless, absenteeism, ill health, famine, lack of food and other factors that

affect families from the poor could affect the academic performance of their

children. The author further observed poor children come from home
 37

environments that are educationally impoverished and the conditions nearly

affect every aspect of life.

According to Hoghuighi and Long (2019), the strongest factor influencing

the development of the child is the style used by parents for their child’s rearing.

This also includes guidance given to the students towards their academic

performance. Machana, Kevogo and Mwebi (2017), found that some caregivers

discussed with children on academic progress at school and talked of things that

happen at school. According to Abesha (2018) parenting styles brought

difference in achievement motivation with respect to their gender favoring

females.

Rahimpour, Moghadam, Moghadam and Hashemian (2015), noted that

significant relationship of permissive, authoritarian and authoritative parenting

styles exist with the students’ average score. This concurs with Chonge, Barasa

and Chonge (2016), who found that parenting styles significantly influenced

students’ performance in mathematics. Awasthi (2017) observed that among six

different modes of parenting, accepting parenting is the best as it was found that

the children who perceives accepting parenting have high academic achievement

as compared to the children who perceive any other type of parenting style.

According to Obeta (2019), inadequate provision of educational materials

in Nigeria, parents’ attitudes, socioeconomic status of parents affected student

academic performance to a very great extent. The study recommended that

parents should discuss with their school going children on matters concerning

their academic performance and establish the challenges that these students
 38

may be facing in order to improve their academic performance. Barnard (2015),

observed that the performance of students' academics strongly relies on the

manner the parents are involved in matters concerning their children academics.

Related Studies

Gottfried, A. E., et al. (2019) discuss the parental motivational role in

child’s academic inherent motivation and success in longitudinal study of

children. There is a helpful and significant association between parental

participation and academic achievement. The intact environment includes

home and care facilities, neighborhood, school, fellow students, and everyday

life encountering people. Garzon, G. (2016) pointed out the students with high

SES level can perform better than middle-class students, and the middle-class

students can perform better than low level SES students. It has a marvelous

effect on student achievement, whether we are speaking about the living

situation or learning environment.

Henderson, A. T. (2016) said parent involvement and student

achievement are found in their children's teaching at home, and they

perform better in school. When parents are involved in school work, their kids

can go faster in school. Noor et al (2020) discusses the environment has an

incredible effect on nurturing human nature, loving and caring behavior, and

sharing habits that affect most rather than the tangible environment. Its
 39

behavioral dealings, not the architecture that influences students to the maximum

degree. Ferguson, T. J., et al. (2021) said economic condition and family size are

directly related to achievement. Yamamoto, Y., & Holloway, S. D. (2020)

discusses about academic achievement, home setting, and learning activities

explains the major variance. Machebe, C. H., et al. (2017) study assessed the

socio-economic status, especially the impact of parents' income and the

relationship between parents and children on students' academic

performance in Japanese high school. In assumption, denying that the role of

student’s home situations will not help to provide teachers and schools with the

capability to reduce attainment gaps.

Many studies have highlighted the positive connection between the home

environment and the secondary school students’ academic performance, e.g.

(NIMMI MARIA 2015 Dr.Y.S.Deswal, Rekha Rani (2019) Jayanthi J. and

Srinivasan K (2015). The studies' key focus relied on parents' unique role

in the academic life of young learners. Shinivasan (2015) highlighted that

parents' encouragement and motivation significantly affected academic

performance and proved to be a positive reinforcement for young learners.

Mayer, S. E. (2020) observed the children of wealthy parents are likely more

succeed in life than poor ones. Because wealthy parents can spend more

than poor parents on child education, because this investment is for better

outcomes. The whole environment influences the interaction of children with the

family.
 40

Rouse, C. E., & Barrow, L. (2016) perceived that financially

disadvantaged parents are not able to afford educational expenses of their

children at higher levels. A child need a pleasing and exciting environment,

characterized by social care, particularly by the mother, and provides various

experiences and stimulations. Sander, W. (2021) expresses that SES low level

strongly disturbs the students' achievement and dragging them down towards

lower level. Therefore, parents are the most potent force to attain the academic

achievements of their children. Home environments vary in many aspects,

such as parents' "Friendly Home Environment, Home Facilities, Parents

Attention or Care, Motivational Behavior of Parents, Parents Financial Status."

Children coming from different environments have their academic achievements

affected differently.

Crawford, P. A., & Zygouris-Coe, V. (2016) argue that the home

environment is very important element for student success than anything else.

The encouragement to students from environment can promotes learning and

boosts his/her capabilities, while discouragement from environment only

depress the abilities of students. Pajares F., & Schunk, D. H. (2018) academic

achievement is the attainment of ability in academic works as evaluated by

teachers by tests. Educational achievement is gifted by actual performance of

classwork in school setting. The home environment had a significant effect on the

level of students learning. The home atmosphere applies a direct and indirect

influence on the child's academic capability and achievement. Additional, the

home setting and family-style life providing a system of physical, social, and
 41

intellectual aspects direct affecting student learning. Younas, M., & Noor, U.

(2020) said that encouraging level of families, expectations, and educational

activities at home are connected to socio-economic status. Families with different

socio-economic status create a different learning situation that affects the child's

achievement.

Several studies show the family's role and specific connections between

child and parents have detailed interactions in routine family discussions and

intellectual stimulation. De Haan, G. (2020) provides a capacity model for ESD in

the formal education sector. The study positions that cultural deeds and parental

participation show a significant connection to academic achievement. Also,

Schunk, D. H., & Pajares, F. (2020) state that academic achievement refers to a

broad variety of educational outcomes. Different variables, which includes

scores on consistent achievement tests of several subject areas classroom

grades and specific measure of academic achievement is proposed. Sund, P., &

Gericke, N. (2020) & Hind Al Fadda, Muhammad Afzaal, Phillip J. Haberman

(2020) elucidated that teachers play a significant role to questions about their

teaching that contributes to education for sustainable development in their

respective subject areas.

As has been mentioned earlier, academic achievement is the

attainment of proficiency in literary works as evaluated by teachers by

standardized tests. In light of this, academic achievement is accomplished by the

actual execution of classwork in the school setting. It is typically assessed by the

use of teacher ratings, tests, and exams. Different researched show that
 42

student, perceptions of academic competency decline as they advance in

school. Students were motivated by teachers who cared about learning and

showed enthusiasm. These teachers introduced topics in an exciting and

challenging way. Cothran, D. J., & Ennis, C. D. (2020) used varied teaching

strategies and promoted student involvement by allowing participation in

selecting learning activities.

Sumra & Rajan (2016) found out that some parents spend the fortune

preparing their daughters for marriage claiming that they do not have money for

school supplies such as books, uniforms and shoes. Due to these circumstances

there are various researchers such as Caro (2019) revealed that, socio-economic

status (SES) of parents is an important explanatory factor that influences

students overall performance in school, as students who have low SES earn

lower test scores and are more likely to drop out of school. Low SES negatively

affects academic performance because it prevents access to vital resources and

creates additional stress at home. Similarly, parent's level of education has a

proven influence on students' academic achievement (Maicibi, 2015). Educated

parents are more likely to use complex language and a wider vocabulary with

their young children (Penny, 2021). Parents with lower levels of education are

less likely to have high expectations for the children’s academic careers.

Kamuti (2015) revealed that, home environment is viewed as

consequential for child developmental outcomes such as cognitive ability, school

readiness, academic achievement and emotional adjustment. Obeta (2019)

revealed that, academic performance in Nigeria has been largely associated with
 43

many factors. These include; school environment, lack of learning re-sources as

well as home environment factors. On school environmental factors Chaula

(2019) identified that, in Tanzania, teachers at school cause work over load, this

hinder special educationist teacher not to work effectively and efficiently due to

many duties to do at school including teaching, and marking. Kaguo (2021) found

that, the school learning environment in most of the community and government-

built schools was not conducive, there were not enough classrooms and qualified

teachers. All these factors appeared to negatively affect the academic

performance of the students.

The related literature and studies cited herein provided the backbone of

the study and provided the framework in the development of the research

problems.
 44

Chapter 3

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the data obtained from the respondents of the study

with the corresponding analysis and interpretation. The research participants

include three groups, the 83 teachers, 117 parents and the 50 learners for a total

of 250 respondents at Tayud Elementary School, Liloan Central School and Yati

Elementary School, Liloan, Cebu.

This chapter consisted of five (5) parts.

The first part deals with the relevant information of the respondent-groups

in terms of teachers’ age, gender, civil status, highest educational attainment,

number of years in service, performance rating, and relevant trainings, seminars,

and workshops attended; parents’ age and gender, highest educational

attainment, number of children, and time spend on education; as well as learners’

age and gender.

The second part of this chapter assess the level of influence of home

environment of the parents and learners as perceived by the respondent-groups

in terms of friendly home environment, home facilities, parents’ attention and

care, parents’ motivational behavior, and parents’ financial status.

 45

The third part also assesses the level of academic achievement of the

Grades 4-6 learners in the provided competencies in English 4, Science 5, and

Mathematics 6.

The fourth part uncovers the testing of relationship between the level of

influence of home environment and the level of academic achievement of the

learners.

The fifth and last part discloses the challenges and barriers experienced

by the respondents in terms of influence of home environment in improving the

academic achievement of their learners.

RELEVANT INFORMATION OF THE RESPONDENT-GROUPS

This section reveals the relevant information of the teacher-respondents of

the research environment in terms of their age, gender, civil status, highest

educational attainment, length of service, performance rating, and relevant

trainings, seminars, and workshops attended.

Age. Table 2 presents the profile of the respondent-groups in terms of

age.

Table 2
Age Profile
Respondents
Age
n=83 %
51 years old and above 15 18
 46

41-50 years old 33 39.7

31-40 years old 24 28.9
25-30 years old 11 13.2
Total 83 100

In terms of the age profile of the teacher-respondents, most of them

belong to the age group of 41-50 years old, specifically 33 or 40% of them. This

is followed by 24 or 29% of them who fit in the age range of 31-40 years old. 15

or 18% of the teachers are aged 51 years old and above; while 11 or 13% of

them belong to the age bracket of 25-30 years old.

Teaching is an ability of teacher to efficiently impart knowledge. Beginning

teachers can be considered as new force of the teaching profession. Based on

the findings of Kurian’s study (2015), it revealed that younger teachers’ (age

below 28) perceptions of normative commitment were higher than older (age 35

and above) teachers. This implies that younger teachers feel more obligated to

the teaching profession than older teachers.

Gender. Table 3 shows the profile of the respondents in terms of gender.

Table 3
Gender Profile
Respondents
Gender
n=83 %
Male 7 8.43
Female 76 91.5
 47

Total 83 100

When dealing with the respondents’ gender, the female teacher-

respondents outnumbered the male teachers, particularly 76 or 92% of them,

while having only seven (7) or 8% of them are male respondents.

Elementary education is a profession dominated by females. According to

the Bureau of Labor Statistics (BLS) (2013), women made up 81% of the

elementary and middle school teacher population while men composed just 19%

of the elementary and middle school teacher population in 2013. Meanwhile,

according to the World Bank collection of development indicators, compiled from

officially recognized sources, Primary education teachers in Philippines was

reported at 87.54% in 2017.

Civil Status. Table 4 indicates the profile of the respondents in terms of

civil status.

Table 4
Civil Status Profile
Respondents
Civil Status
n=83 %
Single 15 18
Married 63 75.9
Widow/Widower 5 6.02
Total 83 100
 48

In relations to their civil status, 63 or 76% of the respondents are already

married. 15 or 18% of them are still single teachers; while five (5) or 6% of them

are either widow/widower.

The study suggests that indeed, most respondents are in the marriage age

of life. They are now settled with work and are prepared to take on the challenge

of bringing up their own family. This means that they are now accustomed to

responsibility which other than life experiences, teaching has also contributed

immensely.

Highest Educational Attainment. Table 5 presents the highest

educational attainment of the teacher-respondents.

Table 5
Highest Educational Attainment
Respondents
Highest Educational Attainment
n=83 %
Doctorate Degree 1 1.20
Master’s Degree 4 4.81
With units in Master’s Degree 50 60.2
BSEEd/BSEEd graduate 28 33.7
Total 83 100
 49

Looking into the respondents’ highest educational attainment, 50 or 60%

of the teacher-respondents obtained units in their Master’s Degree. This is

followed by BSEEd/BSEEd graduates which comprises of 28 or 34% of the

respondents. Meanwhile, Master’s Degree holders and Doctorate Degree holder,

consist of four (4) or 5%; and one (1) or 1% of the teacher-respondents,

respectively.

The level of teachers’ educational attainment is a combination of their pre-

service training and additional qualifications they may have acquired in-service.

The quantity and quality of teachers’ initial education is clearly important in

shaping their work once they begin teaching in schools and should influence their

further education and training requirements and other aspects of their

development.

The teachers in this study surely prepared for the required continuous

learning journey of someone who chose this profession. Teachers are expected

to never stop learning and pursue learning initiatives that would improve them in

their craft. This is also a requirement for ranking among employees of the

Department of Education, hence explaining the data.

 50

Length of Service. Table 6 reveals the number of years in service of the

respondents.

Table 6
Length of Service
Respondents
Length of Service
n=83 %
More than 6 years 69 83.1
4-6 years 13 15.6
1-3 years 1 1.20
Total 83 100

In terms of number of years in service, majority of the teacher-respondents

have been linked with the institution for more than 6 years with 69 or 83% of

them. This is followed by 13 or 16% of them who have been teaching for 4-6

years; while only (1) of 1% of them has been associated with the school for 1-3

years.

Job satisfaction is a globally important factor in determining human capital

and subsequent worker productivity. The idea is that the knowledge, skills and

productivity of workers are increased over time. Teacher experience in

educational affairs is probably the main element in the policies of staff that affect

existing employees: it is a pillar of the traditional single-salary program; it

supports policies for teachers’ transfer which prioritize seniority; and is commonly
 51

considered to be a major source of inequity amongst schools. Teaching is a truly

lifelong career, which is considered by most people as well (Rey, 2017).

Performance Rating. Table 7 shows the performance rating of the

respondents.

Table 7
Performance Rating
Respondents
Performance Rating
n=83 %
Outstanding 5 6.02
Very Satisfactory 76 91.5
Satisfactory 2 2.40
Total 83 100

When dealing with the performance rating of the respondents, almost all of

them obtained a very satisfactory level of performance rating, particularly 76 or

92% of them. Outstanding level comprises of five (5) or 6% of them; while two (2)

or 2% of the teachers gained a performance rating level of satisfactory.

The 21st century teaching focuses on teaching standards or standards of

teaching practice which define what teachers and school leaders should be able

to do. Therefore, teachers are placed at the center of the school in the teaching

standards (Beck, et al., 2012). Moreover, teaching quality is widely recognized as

the single most important factor affecting student learning outcomes. Hence, the
 52

attributes of highly effective teaching must be aimed to produce a common point

of reference for effective practice in teaching and learning (Rasool, et al., 2017).

In the study of Roberto (2019) on Teacher Quality in the Light of the

Philippine Professional Standards for Teachers, the findings further showed no

significant difference in both the teaching standards competence and

performance when the teachers were grouped according to sex, educational

attainment, marital status, and status of employment. However, the overall

findings revealed that there is a significant relationship between the level of

teaching standards competence and performance of learners.

Relevant Trainings, Seminars, and Workshops Attended. Table 8

indicates the number of appropriate trainings, seminars, and workshops attended

by the respondents.

Table 8
Relevant Trainings, Seminars, and Workshops Attended

Relevant Trainings, Seminars, and Respondents

Workshops Attended n=83 % Rank
District 48 57.8 1st
Division 23 27.7 2nd
National 9 10.8 3rd
Regional 3 3.61 4th
Total 83 100
 53

When it comes to the highest level of appropriate trainings, seminars, and

workshops attended, 48 or 58% of the teacher-respondents have attended

district trainings. 23 or 28% of them have been into division trainings. Moreover,

national trainings comprises of nine (9) or 11% of the teachers, while three (3) or

4% of the teachers have attended regional trainings and workshops.

Education Secretary Leonor M. Briones recently noted the importance of

relevant trainings to teachers. According to her, relevant teacher trainings will

equip educators with proper knowledge and expertise in honing the minds of the

Filipino learners and to identify common and unique education problems and

needs of Southeast Asian countries and developing innovative and technology-

based solutions to address these problems.

Profile of the Parents

The following tables present the profile of the parents of the learners in

terms of their age, gender, highest educational attainment, number of children,

and time spend on child’s education.

Age and Gender. This table reveals the age and gender profiles of the

parent-respondents.

Table 9
Age and Gender Profiles
Frequency
Variables Percentage
(n=117)
Age
 54

51 years old and above 11 9.40

41-50 years old 35 29.9
31-40 years old 43 36.7
23-30 years old 28 23.9
Gender

Male 12 10.2
Female 105 89.7
Total 117 100

As seen in the table above, most of the parent-respondents belong to the

age range of 31-40 years old, specifically 43 or 37% of them. This is followed by

parents who fit in the age group of 41-50 years old, particularly 35 or 30% of

them. 28 or 24% of them belong to the age bracket of 23-30 years old; while 11

or 9% of the parents are aged 51 years old and above.

Meanwhile, the female parents outnumbered the male parent-respondents

with 105 or 90% of them; while male parents only consist of 12 or 10% of them.

Most Filipino families are headed by relatively young people below the age

of forty. The young and growing population of the Philippines is one of the major

reasons why our country is considered by many outside independent think tanks

and institutions to be among the fastest to recover from the economic depression

brought about by the pandemic. It is providential that Filipino couples have

generally been spared the contraceptive mentality prevalent in many developed

countries today and have maintained our fertility rate above the zero population

growth level of 2.1 babies per fertile woman.

 55

Highest Educational Attainment. Table 10 shows the highest

educational attainment of the parent-respondents.

Table 10
Highest Educational Attainment
Frequency
Highest Educational Attainment Percentage
(n=117)
College Graduate 36 30.7
College Level 10 8.54
High School Graduate 17 14.5
High School Level 18 15.3
Elementary Graduate 23 19.6
Elementary Level 13 11.1
Total 117 100

Looking into the respondents’ highest educational attainment, 36 or 31%

of the parents are college graduates. This is followed by 23 or 20% of the

respondents who just finished elementary. 18 or 15% of them only attained high

school level; while 17 or 15% of them are high school graduates. Moreover,

parent-respondents who only attained elementary level comprise of 13 or 11% of

them; while 10 or 9% of the respondents attained college level.

Filipino families place a high value on children’s educational achievement.

Providing for children’s education is a primary goal of Filipino parents and

conversely, children consider educational success as the means by which they

 56

can meet filial obligations and parental expectations. Interdependence in Filipino

families is such that education-related decisions and behaviors reflect on family

rather than individual welfare. This chapter presents the current Philippine

education system and its challenges vis-a-vis this cultural context of the Filipino

family, focusing particularly on families belonging to the lower socioeconomic

class. Major education reforms known as the K-12 law occurred in 2013,

expanding basic education to 13 years, but issues with low quality and ineffective

resource allocation remain. Poverty has significant effects on student enrollment

and completion rates, especially at the secondary or high school level. Given

socioeconomic constraints, Filipino parents employ strategies to meet their

family’s education aspirations, such as overseas migration.

Number of Children. This table indicates the number of children of the

parent-respondents of the research environment.

Table 11
Number of Children
Frequency
Number of Children Percentage
(n=117)

4 children and above 17 14.5

3 children 35 29.9

2 children 43 36.7

1 child 22 18.8

Total 117 100

 57

Delving into the number of children of the parent-respondents, 43 or 37%

of them have two children. This is followed by parents who have 3 children which

consist of 35 or 30% of them. Moreover, 22 or 19% of the parents have only 1

child; while parents who have more than 3 children comprise of 17 or 15% of

them.

The average Filipino family still has about 3 children. This is one of the

reasons that the economy can quickly rebound once the pandemic is put under

control, say within the next two years. A large and growing population (and in

our case English speaking) is a great advantage in a world where practically all

developed countries are suffering from rapid ageing and are in need of workers

to supplement their own labor forces to take care of their numerous senior

citizens.

Time Spend on Child’s Education. Table 12 presents the time spend on

child’s education among the parent-respondents of this study.

Table 12
Time Spend on Child’s Education
Frequency
Time Spend on Child’s Education Percentage
(n=117)

More than 4 hours 28 23.9

3 hours 16 13.6

2 hours 31 26.4
 58

1 hour 38 32.4

Less than 1 hour 4 3.41

Total 117 100

In terms of the number of time of parents spent on their child’s education,

38 or 32% of them utilize an hour of teaching their students. 31 or 26% of them

have been teaching their child for 2 hours. Parents who spend more than 4 hours

in their child’s education comprise of 28 or 24% of them. Moreover, 16 or 14% of

them spend 3 hours; while only four (4) or 3% of the parents teach for only less

than an hour.

The time parents spend with their children has a powerful effect on their

educational achievement, according to a large study with a novel approach. They

found that when it came to one measure of a child’s academic success, the

educational attainment of the surviving or custodial parent had more impact than

the educational level of the parent who died or left the home. And the longer the

absence of a parent, the less impact his or her education had on the child’s

success and the greater the impact of the remaining parent.

 59

LEVEL OF INFLUENCE OF HOME ENVIRONMENT

The following tables present the level of influence of home environment of

the parents and learners as perceived by the respondent-groups in terms of

friendly home environment, home facilities, parents’ attention and care, parents’

motivational behavior, and parents’ financial status.

Friendly Home Environment. Student-friendly teaching learning

environment is considered to have been constructive in stimulating confidence,

creativity, criticality, social spirit and self-reliance among students.

Table 13
Friendly Home Environment
Item Weighted Interpretation
Mean
The essential part of family boosts the 4.23
Strongly Agree
confidence of the learners
Family members provide learner a 4.33
favorable environment to improve their Strongly Agree
studies
The parents advise their learners 4.16
Agree
friendly on their mistakes
The parents cheer their learners to 4.16
Agree
take part in co-curricular activities
The parents encourage their learners 4.27 Strongly Agree
in their learning
GRAND MEAN 4.23
Strongly Agree
 60

Legend: 4.21 – 5.00 Strongly Agree; 3.41 – 4.20 Agree; 2.61 - 3.40 Neutral; 1.81 –
2.60 Disagree; 1.00 – 1.80 Strongly Disagree

In terms of the first variable, it collected a grand mean of 4.23 which

means that the respondent-groups strongly agree that the friendly home

environment influence the academic performance of the learners.

The home environment provides the foundation for learning and is an

element of the student life that can affect grades. Providing opportunities to learn

outside the school help facilitate student success in the school environment.

Children are motivated to work on activities and learn new information and

skills when their environments are rich in interesting activities that arouse their

curiosity and offer moderate challenges. The same can be said about home

environment , unfortunately there is much variability in motivational influences in

homes, some homes have many activities that stimulate children thinking as well

as computer, books, puzzles and parents who may be heavily interested in their

children cognitive development and spent time with them on learning. Much of

the variability in the relation between family income and children’s intellectual

development comes from the family provision of a stimulating home environment

(Young, Linver & Brooks, 2022).

Children intellectual development is most strongly influenced by the home

environment during infancy and early childhood - when they are under the direct

influence of parents. As children mature, schools and peers also begin to play a

role in their intellectual socialization. There is much evidence supporting the

 61

hypothesis that the quality of a child’s early learning in the home environment

relate positively to the development of intelligent and reading skills, and parental

involvement in schooling also predict achievement (Luckner, Whaley & Egeland,

2019).

Home Facilities. A dedicated home learning space can help develop

child’s creativity, sharpen their focus, and increase their motivation to read and

learn.

Table 14
Home Facilities
Item Weighted Interpretation
Mean
The learner has a separate room at 4.25
Strongly Agree
home for his/her studies
The learner enjoy a proper hygienic 4.53
Strongly Agree
meal on time
The learner is provided with all basic 4.2
Agree
needs at home
The parents provide learners most of 4.86
Strongly Agree
the recommended textbooks.
GRAND MEAN 4.46
Strongly Agree

Delving into the second indicator, it obtained a grand mean of 4.46 which

also means that the respondent-groups strongly agree that the home facilities for

learning influence the academic performance of the learners.

 62

Children concentrate best when they are comfortable. When an

environment and set learning times are established it creates a routine for the

child. Routine, even though is sometimes a scary word for adults, is great for

children's mind and actually help them perform better and increase productivity.

Setting up an at home learning space unique to your child can also help to

minimize distractions.

Hence, parents should provide learners most of the recommended

textbooks. Textbooks have many advantages for students. First among them is

the ease at which they allow students to find information. Textbooks are usually

written with detailed contents pages and indexes that, if designed properly, can

be used to quickly find what the student is looking for. Textbooks also provide

structure for a student's learning.

There are also advantages for teachers who use textbooks. For young

teachers they can be especially helpful because the material and structure of

lessons is often very detailed, this means that teachers do not have to spend a

lot of time coming up with novel lesson ideas. The information for each chapter or

lesson is also usually presented in a straightforward, chronological way, and

most textbooks will come with supplementary teacher material that spells out the

teaching procedures that should be used for each lesson.

Another advantage of textbooks is that many now come with

supplementary materials that complement the lessons a teacher uses. These

supplementary materials could be DVDs that have video and audio clips of

information relating to the topic of study, companion websites that provide

 63

additional information or links to other related web pages or study guides that

present students with additional questions relating to the topic. These

supplementary materials allow those students who learn in different ways to find

their way to the topics of study and achieve learning success.

Parents’ Attention and Care. It is important to note that if parents or

guardians are involved in their children's education, their children will have more

opportunities to excel academically.

Table 15
Parents’ Attention and Care
Item Weighted Interpretation
Mean
Parents show a positive attitude 4.73
Strongly Agree
towards the studies of their learners
The academic assistance of parents 4.18
helps learners in all dimensions of Agree
academic life
The learners are satisfied when their 4.3
parents discuss their academic career Strongly Agree
with them
GRAND MEAN 4.40
Strongly Agree

Moreover, in terms of the next variable, it garnered a grand mean of 4.40

which also means that the respondent-groups strongly agree that the attention

and care of parents towards their learners influence their academic performance

in school.
 64

Attention is a complex and dynamic functional system that facilitates the

processing of information. At the same time, it allows for the selection of the

stimuli necessary for carrying out sensory, cognitive, and motor activities. In

other words, to perform any cognitive process, attentional mechanisms must be

at work. Therefore, the importance of attention in learning is paramount.

This is supported by the study of Nofrizal et.al. (2020) on the Contribution

of Parents’ Attention to Student Achievement Motivation. The results of

research showed that: (1) Parents attention (Mother) in the high category; (2)

Parents attention (Father) in the medium category; (3) student achievement

motivation in the medium category; (4) the contribution of parents attention

(mother) to the achievement motivation is 14.4%; (5) the contribution of the

parents attention (father) to the achievement motivation is 12.9%; and (6) the

contribution of parents attention (Mother and Father) to the achievement

motivation are 15.6%. The results of research showed that parents’ attention

(mother and father) need to improved student achievement motivation, so it

can be recommended by counselor teacher to give guidance and counseling

services in the school and involved their parents to improve student achievement

motivation.
 65

Parents’ Motivational Behavior. The importance of motivation for

learners correlates with success at school. Hence the reasons why parents and

teachers are concerned with helping students become more motivated in their

studies.

Table 16
Parents’ Motivational Behavior
Item Weighted Interpretation
Mean
The positive remarks of parents 4.43
stimulate the urge of learners for Strongly Agree
academic achievement
Parents’ reward uplift the interest of 4.32
Strongly Agree
learners in academic achievement
The physical involvement of parents in 4.9
studies motivate the learners for more Strongly Agree
achievement
The parents check the homework of 4.48
Strongly Agree
their learners daily
GRAND MEAN 4.53
Strongly Agree

Meanwhile, when talking about the fourth indicator, it attained a grand

mean of 4.53 which also means that the respondent-groups strongly agree that

the motivational behavior of parents towards their learners influence their

academic performance in school.

Parents provide proper motivation can help their students being productive

in school. Motivated students can give pleasure to their parents and persistence
 66

in their studies. They tend to give more effort which required time in their studies.

However, the achievements of the students depend on how their parents

motivate them.

Students need motivation from their parents to have a strong desire in

their studies. They give more effort in every presentation in order to be achievers

in school. Furthermore, it is important for parents to keep their students

motivated. In particular, most top learners are good in all subjects. Even though

they have failure sometimes but they did not give up yet. They give their best in

school. Students are very active in doing their task and ask questions if there are

things they do not understand about the discussion that’s why they have the

highest scores and grades. However, some of the top students are not fully

motivated by their parents but still possess great determination in their studies.

Parents motivate their

students in a proper way.
Educational attainment of
students can be
improved when proper
advice and motivation to
 67

the children are provided

(Malik & Asif,
2012). Parents are well
educated and have superior
understanding on how to
shatter a
problem or know more
effective motivational
techniques they can help
their children more
productively (Chohan &
Khan, 2010). Students can
perform better if they are
rewarded and
 68

appreciated in their good did

in school (Srivastava, 2018)
Parents motivate their students in a proper way. Educational attainment of

students can be improved when proper advice and motivation to the children are

provided (Malik & Asif, 2017). Parents are well educated and have superior

understanding on how to shatter a problem or know more effective motivational

techniques they can help their children more productively (Chohan & Khan,

2020). Students can perform better if they are rewarded and appreciated in their

good did in school (Srivastava, 2018).

Parents’ Financial Status. The financial status and education do have an

important influence on the personality of child. Educated parents can better

understand the educational needs and their children’s aptitude.

Table 17
Parents’ Financial Status
Item Weighted Interpretation
Mean
Parents’ financial status helps learners 3.89
Agree
study elite school
Parents provide their learners pick & 2.56
Disagree
drop service
 69

Parents buy their learners different 3.93

Agree
literature-based books
Parents’ financial status boost up the 2.78
Neutral
confidence level of learners
Parents’ concern about their learners’ 4.21
marks and performances motivates
Strongly Agree
the learners for good academic
achievement
GRAND MEAN 3.47
Agree

Lastly, when talking about the fourth indicator, it attained a grand mean of

4.53 which also means that the respondent-groups strongly agree that the

motivational behavior of parents towards their learners influence their academic

performance in school.

The family income, high or low, can have its impact on student’s

achievement in all their learning years. Since they are in their early years, their

family incomes can effect their education. Some schools and collages may look

carefully to this point. They may ask for the family resources and how can they

pay their children tuitions. Otherwise they may not have a place in that collage. If

the family has high income at the early of the student learning, may help to

accept him/her at that school. Which is make a huge different from that student

whose family has a high income in his late learning (Humlum, 2021).

Another difference is the environment impact of the families with high/low

income to their children learning. Some students from low income have

difficulties to understand or learn as fast as others. Their vocabulary can be less

 70

and not that much as the other students from different background. Also, their

way of learn and understand are different from others, because their parents may

not help them at home or they have single parent. If they are poor then their

parents must work all the day for them, which will be no time to help their children

with homework. Another thing is the stress they have and their family at home.

These may affect their grades because no one helps them or even, sometimes,

care about their success in schools (Jensen, 2018).

Each child must have his/her right to learn as others. No matter about their

backgrounds or their families’ income. Schools must find solutions to help them

for better education and not judge them for their family low income (Beck, 2011).

They did not choose their background to accept them in a school and rejected

them in another because of their family income.

Summary on the Level of Influence of Home Environment. Table 18

presents the summary on the level of influence of home environment as

perceived by the respondent-groups in terms of friendly home environment,

home facilities, parents’ attention and care, motivational behavior, and financial

status.

Table 18
Summary on the Level of Influence of Home Environment
Item Weighted Interpretation
Mean
Friendly Home Environment 4.23 Strongly Agree
Home Facilities 4.46 Strongly Agree
 71

Parents’ Attention and Care 4.40 Strongly Agree

Parents’ Motivational Behavior 4.53 Strongly Agree
Parents’ Financial Status 3.47 Agree
OVERALL GRAND MEAN 4.21
Strongly Agree

Legend: 4.21 – 5.00 Strongly Agree; 3.41 – 4.20 Agree; 2.61 - 3.40 Neutral; 1.81 –
2.60 Disagree; 1.00 – 1.80 Strongly Disagree

The level of influence of home environment as perceived by the

respondent-groups is divided into five (5) indicators - friendly home environment,

home facilities, parents’ attention and care, motivational behavior, and financial

status. This accumulated an overall grand mean of 4.21 which means that the

respondent-groups strongly agree that these indicators influence the level of

academic performance of their learners.

Of all indicators, parents’ motivational behavior obtained the highest

weighted mean of 4.53. Home learning facilities came next as it generated a

mean score of 4.46. This is closely followed by the attention and care provided

by parents to their learners with a score of 4.40. Moreover, having a friendly

home environment came after with a mean score of 4.23; while parents’ financial

status fell last with the lowest weighted mean among all indicators with 3.47.

The academic performance of any student cannot be separated from the

home environment in which the child lives; healthy home environment offers

emotional security to a child. Education has one of its basic tasks as to train

young people to become useful members of the society. This training begins at
 72

home in the informal way. The home of the child is the first place he enters as he

is born into the world by his or her parents.

Children are motivated to work on activities and learn new information and

skills when their environments are rich in interesting activities that arouse their

curiosity and offer moderate challenges. The same can be said about home

environment , unfortunately there is much variability in motivational influences in

homes, some homes have many activities that stimulate children thinking as well

as computer, books, puzzles and parents who may be heavily interested in their

children cognitive development and spent time with them on learning.

Much of the variability in the relation between family income and children’s

intellectual development comes from the family provision of a stimulating home

environment (Young, Linver & Brooks, 2002). Children intellectual development

is most strongly influenced by the home environment during infancy and early

childhood.

Various homes factors have been shown to be important, mother’s

responsiveness, discipline style and involvement with the child, organization of

the environment, availability appropriate of learning materials, opportunities for

daily stimulation.

Thus, the home is the basic institution for providing the child’s primary

socialization and laying the educational foundation for the child upon which the

other agents of socialization are built. The education received by a child from

parents and significant others at home is most likely to have a highly significant
 73

and dominant effects on the behaviors of the child later in life. What the child

learns at home and how his/her family motivates him/her towards education

contributes to the child’s success or failure at school. Even though, environment

also plays a very remarkable role in the life and educational success of every

individual.

LEVEL OF ACADEMIC ACHIEVEMENT IN ENSCIMA COMPETENCIES

The following tables present the level of academic achievement of the

Grade III learners in the given competencies of English, Science, and

Mathematics.

English Competencies. Popular elementary lesson topics for English

language students generally focus on areas such as family, home life, routines,

interests, food, sport, travel, the body and appearance. These topics are fairly

easy to talk about with rudimentary language skills.

Table 19
 74

English Competencies
Attained Near Lack No Mastery
Mastery Mastery Mastery (Below 75)
English Competencies (90-100) (80-89) (75-79)
f % f % f % f %

Describe one’s drawing

about the stories/poems
listened to using simple 10 20 48 32 - -
and compound sentences 24 16
Write a short descriptive
paragraph about a
character or setting in 6 12 54 34 - -
stories listened to 27 17

When it comes to the level of performance of the learners in English

competencies, in terms of the first competency - describing one’s drawing about

the stories/poems listened to using simple and compound sentences – most of

the learners gained a near mastery grade of 80-89, specifically 24 or 48% of

them. This is followed by 16 or 32% of them who lack mastery with a grade of 75-

79; while 10 or 20% of the learners attained mastery with a grade of 90-100.

On the other hand, in terms of the second competency - writing a short

descriptive paragraph about a character or setting in stories listened to – 27 or

54% of them also gained a near mastery grade of 80-89. 17 or 34% lack mastery

in this competency; while six (6) or 12% of them attained mastery with a grade of

90-100.

Elementary grade students in the Philippines are falling behind their

counterparts in some Southeast Asian countries in reading, writing and

 75

mathematics, with a significant percentage of students still performing at levels

expected in early years of primary education, a regional study showed.

Data from the Southeast Asia Primary Learning Metrics (SEA-PLM) 2019

released on Tuesday showed the percentage of primary Filipino students who

achieved minimum proficiency in reading, writing and mathematics was

significantly lower than Vietnam and Malaysia. Fifth-graders in the Philippines

were at par or sometimes even worse than those in Cambodia, but performed

slightly better than those in Laos and Myanmar.

Science Competencies. Science in elementary school covers basic

concepts of life sciences, physical sciences, and Earth and space sciences that

develop across the grades.

Table 20
Science Competencies
Attained Near Lack No Mastery
Mastery Mastery Mastery (Below 75)
Science Competencies (90-100) (80-89) (75-79)
f % f % f % f %

Classify objects and

materials as solid, liquid,
and gas based on some 6 12 48 40 - -
observable characteristics 24 20
Describe changes in 18 23
materials based on the
 76

effect of temperature: solid 9 18 36 46 - -

to liquid

Meanwhile, when it comes to the level of performance of the learners in

Science competencies, in terms of the first competency - classifying objects and

materials as solid, liquid, and gas based on some observable characteristics –

most of the learners gained a near mastery grade of 80-89, specifically 24 or

48% of them. This is closely followed by 20 or 40% of them who lack mastery

with a grade of 75-79; while six (6) or 12% of the learners attained mastery with a

grade of 90-100.

Additionally, in terms of the second competency - describing changes in

materials based on the effect of temperature: solid to liquid – 23 or 46% of them

lack mastery in this area. 18 or 36% of them obtained a near mastery grade of

80-89; while learners who attained mastery comprise of nine (9) or 18% of them.

Filipino students’ poor achievement levels in science have been

documented for several years now. Some researchers have focused on students’

perceptions of science classes to try to understand some of the problems in the

science education system in the country. Such studies have revealed insights

into some of the causes of specific problems in science education.

The students perceived many features of ineffective teaching in science

such as the lack of fit between the materials used in class and the tests and

assignments, the use of grading practices that do not reflect actual student

learning, an overemphasis on memorization instead of conceptual understanding

 77

and establishing conceptual connections, among many others. Their study of

students’ perception revealed notions of good teaching in science classes, such

as encouraging discussion, and valuing the sense of discovering things together,

and respecting students, among others (Matier, 2019).

Mathematics Competencies. Mathematics is a subject of logic. Learning

mathematics will help students to grow their problem-solving and logical

reasoning skills. Solving mathematical problems is one of the best brain

exercises.

Table 21
Mathematics Competencies
Attained Near Lack No Mastery
Mastery Mastery Mastery (Below 75)
Mathematics (90-100) (80-89) (75-79)
Competencies
f % f % f % f %

visualizes numbers up to
10 000 with emphasis on
numbers 1001 - 10000 14 28 24 48 12 24 - -

gives the place value and

value of a digit in 4- to 5-
digit numbers 17 34 18 36 15 30 - -
 78

Moreover, when it comes to the level of performance of the learners in

Mathematics competencies, in terms of the first competency - visualizing

numbers up to 10 000 with emphasis on numbers 1001-10000 – majority of them

obtained a near mastery grade of 80-89, particularly 24 or 48% of them. 14 or

28% of them who attained a mastery grade of 90-100 came next; while closely

followed by 12 or 24% of them who lack mastery with a grade of 75-79.

On the other hand, in terms of the second competency - giving the place

value and value of a digit in 4- to 5-digit numbers – 18 or 36% of them gained a

near mastery grade of 80-89. This is closely followed by 17 or 34% of the

learners who attained mastery with a grade of 90-100; while 15 or 30% of them

lack mastery with a grade of 75-79.

The Trend International Mathematical Science Study Advanced (TIMMS)

examined patterns of students’ achievement in mathematics and found out that

for over 20 years, there were some declines in the students’ performances, and

there were no improvements in the countries assessed (Maltese & Tai, 2021).

In the Philippines, mathematics is a general education subject in primary

and higher education where learners are expected to gain understanding and

appreciation of its principles as an applied-using appropriate technology in

problem-solving, critical thinking, communicating, reasoning, making

connections, representations, and decisions in real life (K to 12 Basic Education

Curriculum).
 79

According to Blömeke and Delaney (2019), it is essential hence required

as a subject almost in every field. However, problems related to mathematics

achievement are still evident not only in the Philippine setting but also right in

other countries.

In the Philippine setting, educational modules in this order contain a

specific topic and instructional plan standards to empower understudies to

create consistent and numerical abilities expected to get it the fundamental

mathematical concepts. However, low performance in this discipline is still

evident

TESTING OF SIGNIFICANT RELATIONSHIPS

Level of Influence of Home Environment and Level of Academic

Achievement. Table 22 reveals the results of testing the relationship between

the level of influence of home environment and the level of academic

achievement of the learners.

Table 22
Level of Influence of Home Environment and Level of Academic
Achievement

Variables Computed Critical p- Decision Interpretation

chi-square value
Level of Influence of
Home Environment
and Level of .412* 0.002 Reject Ho Significant
Academic
Achievement
@ 0.05 level of significance
 80

As reflected in the table, when testing relationship between the level of

influence of home environment and the level of academic achievement of the

learners, it generated a significant relationship with a critical p-value of 0.002,

and a computed chi-square of .412*. This means that the level of influence of

home environment significantly influence the level of academic achievement of

the learners in English 4, Science 5, and Mathematics 6.

This is supported by the study of Enugu (2017) on Influence of Home

Environment on the Academic Performance of Senior Secondary School

Student. The findings shows that home environment consist of a set of physical,

socio-economic and psychological elements that affect performance of students

both positively and negatively. These elements and condition were level of

academic status of parent, financial stability of the home provision of the

educational material for conducive learning. The study therefore like give solution

to parents, teachers, government and society opportunity to identify on how to

deal with problem from home in relation to academic performance of students.

This is also strengthened by the study of Younas et.al (2020) on Effect of

Home Environment on Students’ Academic Achievements at Higher Level. The

result of their study is elucidated in three forms; demographic information,

descriptive analysis, and inferential analysis. The study results indicated a weak

positive correlation between home environment and student's academic

achievement. It is also revealed that there are no differences of opinions existed

between the opinions of male and female status perception about home
 81

environment and academic achievement in gender. Finally, recommendations

were given to parents, policymakers, and educational administrators.

Lastly, this is also associated with the study of Khan et.al. (2019) on the

Relationship between Students’ Home Environment and their Academic

Achievement at Secondary School Level. Results of their study obtained from

analysis illustrated that a substantial majority of respondents are lacking separate

study rooms at their homes, have a very low interactional opportunities at home

in home related matters, but still majority of them were satisfied with their home

environment. Based on the results it was recommended students need to be

involved in domestic issues, they might be provided separate rooms for study

and all the other facilities needed for educational progress of students.

CHALLENGES AND BARRIERS

Table 23 discloses the challenges and barriers experienced by the

respondents in terms of influence of home environment in improving the

academic achievement of their learners.

Table 23
Challenges and Barriers
Rank Indicators f %

1st Poor study habits and lack of interest of 68 81.9

learners
2nd Negative influence of using gadgets 53 63.8
3rd Lack of skills and knowledge 47 56.6
 82

4th Difficulty in reading 39 46.9

When dealing with the challenges and barriers experienced by the

respondents in terms of influence of home environment in improving the

academic achievement of their learners, the respondent-groups consider that the

poor study habits and lack of interest of learners are the main problems they are

facing. This is followed by the negative effects of utilizing gadgets without limit

which comprises of 53 or 64% of them. Moreover, 47 or 57% of them believe that

lack of skills and knowledge is one of their concerns, while learners’ difficulty in

reading consists of 39 or 47% of the respondent-groups.

Many parents mentioned challenges directly related to internal

characteristics of one or more of their children. They mentioned things like being

too easily influenced, being defiant, being hypersensitive, or being disorganized.

These were issues that the parent felt could not be changed, and these were the

most difficult for them to identify a specific coping strategy.

As with the everyday challenges, having a hectic schedule was also

discussed as a major challenge for some families. Also related to time was the

issue of the parents not having enough time to themselves - either because of

their children or work schedules.

Parents are always the partner of the teachers in developing the child

intellectually, psychologically, physically and spiritually. Parents and teachers

should have one direction or path to tackle for the achievement of the child.

Since teacher gave assignments or homework to the child to develop good study
 83

habit, the parents must support the teacher by guiding their children to do their

assignments and homework. They must give the child enough time to do their

tasks before going to play. Let them motivate their child well in the importance of

having good study habit and the consequences if they do not have it. If parents

have no enough time to support and guide their children in doing their assigned

task, this will lead to poor study habit. Parents and teacher should have one goal

and one way of achieving child’s fulfillment.

Chapter 4

SUMMARY, FINDINGS, CONCLUSION, AND RECOMMENDATIONS

This chapter presents the summary, findings, conclusion, and

recommendations all based on the salient findings of the study.

Summary

This research assessed the home environment and its influence on the

level of academic achievement in English 4, Science 5, and Mathematics 6

(EnSciMa) among Key Stage 2 learners at Tayud Elementary School, Liloan

Central School and Yati Elementary School, Liloan, Cebu for School Year 2022-
 84

2023 as basis for an enhancement plan on home environment. The design of this

research was a descriptive-correlational engaging quantitative approach in

assessing the influence of home environment towards the academic

achievement of learners in English, Science, and Mathematics.

Findings

Findings of this study reveal that the teacher-respondents belong to the

age group of 41-50 years old, female, married, obtained units in master’s degree,

have been linked with the institution for more than 6 years, have a performance

rating of very satisfactory, and have been into district and division trainings,

seminars, and workshops. In terms the parents’ profile, majority of them are

female aged 31-40 years old, college graduates, have 2 children, and spend 1

hour on their child’s education.

In terms of the level of the level of influence of home environment, the

respondent-groups strongly agree that all indicators - friendly home environment,

home facilities, parents’ attention and care, motivational behavior, and financial

status – influence the level of academic performance of the learners.

Moreover, in terms of the level of academic achievement of the learners,

most of them obtained a near mastery grade of 80-89 in all competencies of

English, Science, and Mathematics.

When testing relationship between the level of influence of home

environment and the level of academic achievement of learners, it gained a

 85

significant relationship which means that the level of influence of home

environment significantly influence the level of academic achievement of the

learners in English, Science, and Mathematics.

Lastly, in terms of the challenges and barriers experienced by the

respondents in terms of influence of home environment in improving the

academic achievement of their learners, most of them believe that the poor study

habits and lack of interest of learners are their main concerns.

Conclusion

Based on the salient findings of the study, it can be concluded that the

level of influence of home environment and the level of academic achievement of

learners resulted into rejection of the null hypothesis which means that it gained

a significant relationship. This means further that the level of influence of home

environment significantly influence the level of academic achievement of the

learners in English, Science, and Mathematics.

It is a given in education that the kind of home and immediate environment

the learner has, will impact their learning in any subject for that matter. Hence,

these results coincide with earlier studies related to this present research paper.
 86

Recommendations

Based on the conclusions derived from the findings of the study, the

proposed enhancement plan for home environment is recommended for

utilization.

Chapter 5

OUTPUT OF THE STUDY

Chapter 5 deals with the output of the study.

Rationale

The academic goal of young learners necessitates profound and extra-

ordinary tutoring expected by parents, teachers, and stakeholders. The home

environment is considered one of the significant factors affecting learners'

performance and academic achievement.

The home environment provides the foundation for learning and is an

element of the student's life that can affect grades. Providing opportunities to

learn outside of school helps facilitate student success in the school

 87

environment. Education success was positively impacted by home learning

opportunities such as parents reading to their children, trips to the library, and

resources encouraging play with letters and numbers.

A student's learning success is enhanced when both parents and teachers

clearly state their goals for student performance. Parents' positive aspirations for

their children, especially teens, have a strong relationship with academic

achievement. Motivation involves the student's own beliefs about his skill level

and what the results will be if he tries a new task. Parental expectations and

communication about the value of learning and the child's skills have a powerful

effect on the child's motivation to learn.

Hence, the researcher recommends an enhancement plan on home

environment to develop the impact of home environment to the needs of learners

as well as improve their academic achievement.

Objectives

This enhancement plan on home environment will hopefully:

1. Improve the home environment experience of the students to

supplement their learning;

2. Create a supportive home and school learning environment for all

students; and

3. Improve the performance of the students in their academics

specifically for English, Science and Mathematics.

88
 89

Scheme of Implementation

The scheme of implementation is directly aimed at improving the implementation of the enhancement plan on

home environment to improve learning of students in EnSciMa.

Area of Objectives Strategies Persons Budget Budget Time Frame Evaluative Actual
Concerns Involve Source Measures Accomplishment

Home Improve the Friendly home Teachers, NA NA December Improved home

Environmen home environment Parents 2022 environment of
t of environment and learners specific
Learners experience of Parent Training of Learners to the areas
the students to Maximizing the mentioned
supplement Home to Aide
their learning Knowledge
Acquisition and
Skills
Development of
Young Learners

Home-learning January 2023

facilities

Assessment of
home learning
facilities in order
for the school to
supplement the
necessary and
lacking support
 90

materials

Parent’s Attention March 2023

and Care

Empathy Training
for Parents to
improve their
encouraging
behavior at home

Parent’s May 2023

Motivational
Behavior

Assessment of
Parents in
Developing
Genuine
Motivational
Behavior
towards their
Child’s
Learning: A
Comparative
Sharing of
Experiences
among Key
Respondents
 91

Parent’s Financial June 2023

Status

Partner with
TESDA for Skills
Development
among Parents
Needing Part-
time Jobs to
support their
Child’s Learning
Needs at Home
 92

BIBLIOGRAPHY
 93

BIBLIOGRAPHY

BOOKS AND JOURNALS

Alwin & Thornton (2019). Family Origins and the Schooling Process: Early Versus
Late Influence of Parental Characteristics, Journal of Educational
Psychology, 49: 784-802

Appleton, J. J., Christenson, S. L., & Furlong, M. J. (2018). Student engagement

with school: Critical conceptual and methodological issues of the construct.
Psychology in the Schools, 45(5), 369-386.

Bhang, S. Y., Yoon, J., Sung, J., Yoo, C., Sim, C., Lee, C.,& Lee, J. (2018).
Comparing attention and cognitive function in school children across noise
conditions: A quasiexperimental study. Psychiatry Investigation, 15(6), 620.

Crawford, P. A., & Zygouris-Coe, V. (2016). All in the family: Connecting home and
school with family literacy. Early Childhood Education Journal, 33(4), 261-
267.

Deswal, Y. S., Rani, R., & Ahlawat, S. (2019). Impact of home environment on
academic achievement of adolescent students in relation to their locality and
type of school. Bharatiyam International Journal of Education and Research,
3(3), 42-49.

Egunsola A.O.E (2019). Influence of Home Environment on Academic Performance

of Secondary School Students in Agricultural Science in Adamawa State,
Nigeria.

Epstein J. L. (2021). School and Family Partnerships. In M. Alkin. Encyclopaedia of

Educational Research. New York: MacMillan.

Gottfried, A. E., Fleming, J. S., & Gottfried, A. W. (2019). Role of parental

motivational practices in children's academic intrinsic motivation and
achievement. Journal of educational psychology, 86(1), 104.
 94

Jubber, K. (2020). The Home and Family Environment and Its Influence on School
Performance. South African Journal of Education, 8(4), 287-297

Larson, R. W. (2020). Toward a psychology of positive youth development.

American psychologist, 55(1), 170.

Mayer, S. E. (2020). Revisiting an old question: How much does parental income
affect child outcomes. Focus, 27(2), 21-26.

Rouse, C. E., & Barrow, L. (2016). US Elementary and secondary schools:

equalizing opportunity or replicating the status quo?. The future of children,
99-123.

Schunk, D. H., & Pajares, F. (2022). The development of academic self-efficacy. In

development of achievement motivation (pp. 15-31). Academic Press.

Yale, A. T. (2019). The personal tutor–student relationship: student expectations

and experiences of personal tutoring in higher education. Journal of Further
and Higher Education, 43(4), 533-544.

Yamamoto, Y., & Holloway, S. D. (2020). Parental expectations and children's

academic performance in sociocultural context. Educational Psychology
Review, 22(3), 189-214.

Younas, M., Quingyu, X., Noor, U., & Khalid, S. (2020). Teachers’ Motivation in ESL
Learning Development at Higher Education Level: An Empirical Study.
Revista Argentina de ClínicaPsicológica, 29(3), 594.

Younas, M., & Noor, U. (2020). Teaching for Excellence and Equity: Analyzing
Teacher Characteristics, Behaviors, and Student Outcomes with TIMSS.
Journal of International Students, 10(4), 1114-1116.
 95

ELECTRONIC RESOURCES

Anthonia O. O. (2014). Home Environmental Factors Affecting Students’ Academic

Performance in Abia State, Nigeria. Department of Home Economics, Hotel
Management and Tourism. Michael Okpara University of Agriculture
Umudike, Abia State Nigeria. Retrieved from http://www.ilufb.lv at
11/01/2017.

DepEd Order No. 1, s. 2022 – Revised Policy Guidelines on Homeschooling

Program - January 21, 2022 DO 001, s. 2022 – Revised Policy Guidelines on
Home Schooling Program | Department of Education (deped.gov.ph)

DepEd Order No. 12, s. 2020 - Adoption of the Basic Education Learning Continuity
Plan for School Year 2020-2021 in Light of the COVID-19 Public Health
Emergency - June 19, 2020 DO 012, 2020 – Adoption of the Basic Education
Learning Continuity Plan for School Year 2020-2021 in the Light of the
COVID-19 Public Health Emergency | Department of Education
(deped.gov.ph)

DepEd Order No. 13, s. 2022 – Omnibus Guidelines on the Regulation of

Operations of the Parents-Teachers Association (PTAs) - UM | REMINDER
ON ISSUANCE OF CERTIFICATE OF RECOGNITION TO SCHOOL
PARENTS-TEACHERS ASSOCIATION | DepEd Dasma

Fan, X. & Chen, M. (2021). Parental involvement and students' academic

achievement: a meta-analysis. Educational psychology review, 13(1), 1-22.
https://doi.org/10.1023/A:1009048817385

Kapinga O, S. (2019). The Impact of Parental Socioeconomic Status On Students’

Academic Achievement In Secondary Schools In Tanzania: Mkwawa
University College Of Education, Iringa Tanzania. Retrieved from
http://www.dx.doi.org/10.5296/ije.v/6i4.6420 Retrieved on 22 January,
2017lysis.

Pajares, F., & Schunk, D. H. (2018). The development of academic self-efficacy,

development of achievement motivation. San Diego: Academic Press.
http://www.uky.edu/sayfasından
 96

APPENDICES
 97

Appendix A

LETTER OF TRANSMITTAL

March 1, 2022

MARILYN S. ANDALES, EdD, CESO V

Schools Division Superintendent
DepEd Cebu Province Division

Madam:

Good day.

I am presently conducting the study entitled, “INFLUENCE OF HOME

ENVIRONMENT ON LEARNERS’ ACADEMIC ACHIEVEMENTS”, as partial
fulfillment of the requirement for the Degree of Doctor of Education.
In view of this, I ask permission from your good office to be allowed to
conduct the study among the elementary teachers. Your granting of the
permission could go a long way in the realization of the study. Rest assured that
the responses will be held with strict confidentiality and will be used for study
purposes.

Thank you for your favorable response on this matter.

Respectfully yours,

CHANEY A. GULFAN
Researcher

Noted:

LIBERATO A. LAURONILLA, Ed.D.

Adviser

Approved:

MARILYN S. ANDALES, EdD, CESO V

Schools Division Superintendent
 98

Appendix B

QUESTIONNAIRE

The following are the indicators for this research. Part I requires the
relevant information of the respondent-groups’ profile. Part II involves the level of
influence of home environment of parents and learners. Part III deals with the
level of academic achievement of learners in EnSciMa; while part IV includes the
challenges and barriers experienced by the respondents in terms of influence of
home environment in improving the academic achievement of their learners.

PART I. PROFILE OF THE RESPONDENT-GROUPS

Direction: Check the answer to the questions and if you have other answers
not found in the structured answer, please feel free to place your answer on the
space provided for.

TEACHERS’ PROFILE

Age: ____________ Gender [ ] Male [ ] Female

Civil Status

[ ] Single

[ ] Married

[ ] Widow/Widower

Highest Educational Attainment

[ ] Doctorate Degree

[ ] with units in Doctorate Degree

[ ] Master’s Degree

[ ] with units in Master’s Degree

 99

[ ] BSEEd/BSSEd graduate

Length of Service

[ ] more than 6 years

[ ] 4 – 6 years

[ ] 1 - 3 years

[ ] less than a year

Performance Rating

[ ] Outstanding

[ ] Very Satisfactory

[ ] Satisfactory

[ ] Unsatisfactory

[ ] Poor

Relevant trainings, seminars, and workshops attended

[ ] International

[ ] National

[ ] Regional

[ ] Division

[ ] District
 100

PARENTS’ PROFILE

Age: ____________ Gender [ ] Male [ ] Female

Highest Educational Attainment

[ ] College Graduate

[ ] College Level

[ ] High School Graduate

[ ] High School Level

[ ] Elementary Graduate

[ ] Elementary Level

Number of Children

[ ] 4 children and above

[ ] 3 children

[ ] 2 children

[ ] 1 child

Time Spend on Child’s Education

[ ] 4 hours and above

[ ] 3 hours

[ ] 2 hours

[ ] 1 hour

[ ] Below 1 hour
 101

LEARNERS’ PROFILE

Age: ____________

Gender

[ ] Male

[ ] Female
 102

II. LEVEL OF INFLUENCE OF HOME ENVIRONMENT

Direction: Below are items which describe the level of influence of home
environment of the parents and learners in terms of friendly home environment,
home facilities, parents’ attention and care, motivational behavior, and financial
status.

Kindly check (√) the information corresponding to your responses. Please

use the following as your reference in indicating your responses:

5 – Strongly Agree – this means that you strongly agree with the
statement without a little doubt

4 – Agree – this means that you agree with the statement

3 – Undecided – this means that you do not agree nor disagree with the
statement

2 – Disagree – this means that you disagree with the statement

1 – Strongly Disagree – this means that you strongly disagree with the
statement without a little certainty
 Items 5 4 3 2 1

FRIENDLY HOME ENVIRONMENT

103
1. The essential part of family boosts
the confidence of the learners
2. Family members provide learner a
favorable environment to improve
their studies
3. The parents advise their learners
friendly on their mistakes
4. The parents cheer their learners to
take part in co-curricular activities
5. The parents encourage their learners
in their learning
HOME-LEARNING FACILITIES

6. The learner has a separate room at

home for his/her studies
7. The learner enjoy a proper hygienic
meal on time
8. The learner is provided with all basic
needs at home
9. The parents provide learners most of
the recommended textbooks.
PARENTS’ ATTENTION AND CARE

10. Parents show a positive attitude

towards the studies of their learners
11. The academic assistance of parents
helps learners in all dimensions of
academic life
12. The learners are satisfied when their
parents discuss their academic
career with them
PARENTS’ MOTIVATIONAL BEHAVIOR

13. The positive remarks of parents

stimulate the urge of learners for
academic achievement
14. Parents’ reward uplift the interest of
learners in academic achievement
15. The physical involvement of parents
in studies motivate the learners for
more achievement
16. The parents check the homework of
their learners daily
PARENTS’ FINANCIAL STATUS

17. Parents’ financial status helps

learners study elite school
18. Parents provide their learners pick &
drop service
19. Parents buy their learners different
literature-based books
20. Parents’ financial status boost up the
 104

III. LEVEL OF ACADEMIC ACHIEVEMENT OF LEARNERS

Direction: Kindly provide the performances of the Grade III learners in the
following competencies in English, Science, and Mathematics (EnSciMa).

English

English Grade/Score per Competency

Competencies
Attained Near Mastery Lack Mastery No Mastery
Mastery 80-89 75-79 60-74
90-100

Describe one’s
drawing about the
stories/poems listened
to using simple and
compound sentences
Write a short
descriptive paragraph
about a character or
setting in stories
listened to

Science

Science Grade/Score per Competency

Competencies
Attained Near Mastery Lack Mastery No Mastery
Mastery 80-89 75-79 60-74
90-100
 105

Classify objects and

materials as solid,
liquid, and gas based
on some observable
characteristics
Describe changes in
materials based on the
effect of temperature:
solid to liquid

Mathematics

Mathematics Grade/Score per Competency

Competencies
Attained Near Mastery Lack Mastery No Mastery
Mastery 80-89 75-79 60-74
90-100

visualizes numbers up
to 10 000 with
emphasis on numbers
1001 - 10000
gives the place value
and value of a digit in
4- to 5-digit numbers
 106

IV. CHALLENGES AND BARRIERS

Direction: Identify at least three (3) barriers and challenges that you
experienced by the respondents in terms of influence of home environment in
improving the academic achievement of their learners.

Barriers and Challenges

_____ please specify ______________________________________________

_____ please specify ______________________________________________

_____ please specify ______________________________________________

_____ please specify ______________________________________________

_____ Other, please specify ________________________________________

Thank you for your support in conducting this study. Be assured that all
answers you provide will be kept in the strictest confidentiality. Best regards!

THE RESEARCHER
 107

CURRICULUM VITAE
 108

CURRICULUM VITAE

CHANEY A. GULFAN
Email Address: chaneygulfan@gmail.com
Mobile Phone Number: 09676959839
Residential Address: San Vicente, Liloan, Cebu

PERSONAL INFORMATION:

DATE OF BIRTH : April 7, 1982

PLACE OF BIRTH : Toledo City
CITIZENSHIP : Filipino
GENDER : Male
CIVIL STATUS : Married
SPOUSE : Diserie I. Gulfan
CHILDREN : Cheen Schiller I. Gulfan
: Zaccheo Starr I. Gulfan
: Zachariah Earth I. Gulfan
: Sapphira Moone I. Gulfan
FATHER : Rodulfo C. Gulfan
MOTHER : Rosemarie A. Gulfan

ACADEMIC BACKGROUND:

GRADUATE STUDIES : Master of Arts in Education

Major in Administration and Supervision
: Cebu Technological University
: Main Campus, Cebu City
 109

: April 2021

TERTIARY : Bachelor of Secondary Education

Technology and Home Economics
Cebu Technological University
Daanbantayan Campus
March 2003

SECONDARY : St. Paul School of Medellin

Medellin, Cebu
March 1999
ELEMENTARY : Daanbantayan Central School
Daanbantayan, Cebu
March 1995

PROFESSIONAL CAREER SERVICE ELIGIBILITY:

1. Professional Licensure Examinations for Teachers (LET)

August 2003
Passed

2. Honor Graduate (Cum Laude)

EMPLOYMENT HISTORY:

OIC-Senior Education Program Specialist

SDO Cebu Province
Sudlon, Lahug, Cebu City
March 2019 to Present

Teacher-in-Charge (TIC)
Arcelo Memorial National High School – Evening Class
San Vicente, Liloan, Cebu
July 2015

Teacher 3
Arcelo Memorial National High School – Evening Class
San Vicente, Liloan, Cebu
July 2016

Teacher 1
Arcelo Memorial National High School – Evening Class
San Vicente, Liloan, Cebu
July 2013

Asst. School Principal

Bright Minds in Action Learning Village
Liloan, Cebu
 110

June 2009

Private School Teacher

Bright Minds in Action Learning Village
Liloan, Cebu
June 2008

Private School Teacher

Bright Minds in Action Learning Village
Daanbantayan, Cebu
June 2007

Private School Teacher

St. Paul School of Medellin
Medellin, Cebu
June 2005

Private School Teacher

Immaculate Heart of Mary School
San Pedro, Laguna
June 2003

SEMINARS & TRAINING ATTENDED:

3-day District Echo-Training/Workshop on the Crafting of Proposal

Innovation/Action Research Proposal for Teachers, Master Teachers and School
Heads
May 2022

Classroom, Management in Microsoft Teams

December 2021

Upskilling of School H4eads on Inclu Ed

November 2021

Pre-Implementation Component of the Learning Delivery Modalities (LDM1)

Course
March 2021

National Webinar on Kindergarten remote Teaching and Learning;

Developmentally Appropriate Responses in the Time of Covid-19
October 2020

Project Re: Learn Webinar Series (12 days)

August 2020

School Heads Development Program Foundation Course (Modules 1 to 3)

August 2017
 111

National Institution-Based Training Program on Special Education for

Administrators and Supervisors
October 2015