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ILAYA BARANGKA INTEGRATED SCHOOL-SENIOR HIGH SCHOOL

CHAPTER I

INTRODUCTION

Background of the Study

The home environment is a critical factor that has a significant impact on the

academic performance of senior high school students. This study aims to investigate

how the home environment affects the academic performance of senior high school

students attending Ilaya Barangka Integrated School in the School Year 2022-2023.

The home environment refers to the resources available in the household that impact a

child's growth and development, including the parents' level of education, line of

work, socioeconomic status, and amenities for socializing. The family plays a crucial

role in a child's socialization and lays the foundation for their education. Poor home

environments, such as noisy or distracting surroundings, can negatively affect a

student's concentration and ability to learn. In contrast, positive learning environments

that are engaging and meaningful can improve students' motivation and performance.

Parental involvement in their children's academic achievement has also been shown to

have a significant impact on student performance. This study aims to explore the

connections between home environment and academic performance, examining

numerous factors that may influence students' achievement. Understanding the

relationship between the home environment and academic performance is crucial to

developing strategies to support and improve students' learning outcomes.

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Furthermore, research has shown that a positive learning environment is a key

determinant of students' academic performance. Students who are exposed to such

environments tend to be more motivated, participate more actively in class, and have

better learning outcomes. In contrast, students who are exposed to negative learning

environments, such as those that are uncomfortably noisy or distracting, may have

difficulty acquiring new knowledge and staying engaged.

Moreover, the study explored how parental involvement affects students'

academic performance. Previous research has indicated that when parents are involved

in their children's academic activities, students tend to be more motivated and perform

better in school. Additionally, when parents get involved in their children's education,

teachers tend to notice significant improvements in students' motivation, performance,

and even character..

Research Objectives

The objectives of this study is to determine the relationship between the home

environment and academic performance of senior high school students at Ilaya

Barangka Integrated School, to identify the factors of the home environment that

significantly affect academic performance, and to assess the efficiency of the current

home environment support mechanisms in improving academic performance.

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Statement of the Problem

This study aims to determine the influence of the home environment on the

performance of senior high students.

1. What is the relationship between the home environment and academic performance

of senior high school students at Ilaya Barangka Integrated School?

2. How does the home environment influence academic performance of senior high

school students at Ilaya Barangka Integrated School?

3. How does the combination of different components of the home environment affect

academic performance of senior high school students at Ilaya Barangka Integrated

School?

4. What recommendations can be made to improve the home environment support

mechanisms in enhancing academic performance of senior high school students at

Ilaya Barangka Integrated School?

Hypothesis

Ho: There is no significant relationship between Parents level of Education,

Occupation, or Family Structure and Senior High School Student’s Academic

Performance.

.
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Significance of the Study

The study on the impact of home environment on the academic performance of

senior high school students is significant for various reasons.

Firstly, the findings of the study contributes to the existing body of knowledge

on the relationship between home environment and academic performance. By

exploring the different factors that influence students' academic performance, such as

the parents' level of education, line of work, socioeconomic status, and amenities for

socializing, the study provides a better understanding of how home environment

affects students' learning outcomes.

Secondly, the study helps identify the factors that contribute to a positive

learning environment for senior high school students. Understanding what makes a

positive learning environment will help policymakers and educators develop strategies

to support students' learning and promote a conducive environment for academic

success.

Thirdly, the study highlights the importance of parental involvement in their

children's academic activities. By exploring the impact of parental involvement on

students' academic performance, the study emphasizes the critical role that parents

play in supporting their children's learning and development.

Finally, the findings of the study informs policymakers and educators on the

need to create interventions that support a positive home environment for senior high

school students. By identifying the factors that contribute to a positive home

environment, policymakers and educators can develop programs that promote a

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conducive environment for learning, such as providing resources and support for

families to help their children succeed in school.

Scope and Delimitation

This was design specifically to investigate the relationship between home

environment and academic performance on senior high school students. It examines

low variable such as parental occupation, parental level of education, type of the

family and how they affect the academic performance at senior high school students.

Theoretical Framework

The theoretical framework for this study is based on several theories that

explain the relationship between home environment and academic performance.

The first theory is the Social Learning Theory by Albert Bandura, which

suggests that individuals learn from their environment through observation and

modeling of behavior. According to this theory, students learn from their home

environment and the behavior of their parents and other family members, which can

have an impact on their academic performance. For instance, if parents place a high

value on education and demonstrate this through their behavior, the student is more

likely to do the same.

The second theory is the Human Ecology Theory by Urie Bronfenbrenner,

which explains how the environment and various social systems, including the family,

school, and community, influence human development. According to this theory,

students' academic performance is affected by the interactions between various

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systems in their environment. For instance, if the home environment is not supportive

of learning, it can affect the student's performance at school.

The third theory is the Parental Involvement Theory, which posits that parental

involvement in their children's academic activities can have a positive impact on their

academic performance. This theory suggests that when parents are involved in their

children's education, they provide support, motivation, and resources that can help

improve their academic outcomes.

In summary, the theoretical framework for this study is based on the Social

Learning Theory, Human Ecology Theory, Parental Involvement Theory, all of which

provide insights into the relationship between home environment and academic

performance.

Definition of Terms
Academic Performance - This refers to the level of achievement in academic

activities, such as tests, assignments, and projects, as measured by grades or

other evaluation methods.

Academic Resilience - This refers to the ability of a student to overcome

challenges and succeed academically, despite facing adversity or difficult

circumstances.

Home Environment - This refers to the physical, social, and cultural

conditions in a student's home that can impact their academic performance.

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Human Resources - This refers to the people available in a student's home,

such as parents, siblings, and caregivers, who can impact the student's

academic performance.

Learning Environment - This refers to the conditions and surroundings that

promote or hinder learning, including the physical space, social climate, and

resources available for learning.

Material Resources - This refers to the physical resources available in a

student's home, such as books, computers, and educational materials.

Motivation - This refers to the drive, desire, or interest to engage in academic

activities and achieve academic success.

Parental Involvement - This refers to the level of participation and

engagement of parents in their children's academic activities, including

attendance at school meetings, helping with homework, and communicating

with teachers.

Senior High School Students - These are students in grades 11 and 12,

typically aged 16-18 years old.

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CHAPTER II
REVIEW OF RELATED LITERATURE

Home Environment
The home environment is known to play a significant role in a child's growth,

development, and quality of life (Bradley & Corwyn, 2002). Various studies have

explored other impact parents' financial circumstances, parental support, and

difficulties students faced on academic performance and overall quality of life

(Ackerman & Izardthe impact, 2016; Gutierrez et al., 2018; Maloney et al., 2018).

Moreover, the influence of the home environment and parents on preschoolers'

physical exercise has also been examined (Hnatiuk et al., 2020; Robinson et al., 2015).

For instance, Hnatiuk et al. (2020) investigated whether home physical activity (PA)

environments differed by family socioeconomic status (SES) and explored home

environment mediators of the relationship between family SES to children's PA and

sedentary behaviors. They found that children in households with lower SES were

more likely to be overweight/obese. Similarly, Robinson et al. (2015) found that lack

of parental support can have an impact on children's mindset, attitude, and behavior,

which can affect their physical activity level.

In the Neighborhood Impact on Kids (NIK) study, household SES was

examined using highest educational attainment and income, and the home

environment was measured by parent report on a survey (Hager et al., 2013). The

study investigated the relationship between home environment factors that varied by
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SES and the child's accelerometer-measured PA. The findings showed that lower SES

home environment provided more opportunities for sedentary behavior and fewer for

PA.

Furthermore, child care providers can also play a role in encouraging physical

activity among children (Bohnert et al., 2018). For instance, Bohnert et al. (2018)

emphasized the importance of removing electronic media from children's bedrooms to

lessen disparities in chronic disease risk.

Moreover, this study acknowledges the significance of parental actions in

shaping students' motivation and success by supplying crucial resources. In addition,

the study has involved focus groups and data analysis, with each contributor reading

the final work, giving their approval, and making contributions to its design. Thus, this

study contributes to the existing literature on the influence of the home environment

and parents on children's behavior and provides guidance to teachers, parents, and

other stakeholders in promoting a healthy and supportive environment for children.

Child Growth and Development

Child development refers to the changes that children experience as they grow

physically, acquire knowledge, skills, and behaviors. Understanding the peculiarities

of child development and the environmental conditions that facilitate it is essential for

promoting children's health and integral development (Souza & Verissimo, 2015). In

their study, Souza and Verissimo aimed to identify the various factors that affect child

development, including the environment, family background, learning, and

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motivation. The authors highlighted that child development occurs across different

domains, such as physical, cognitive, psychological, moral, and emotional, and

emphasized the role of genetics and environmental influences in shaping the

architecture of the brain. As the brain develops physically, intellectual abilities

increase, allowing children to explore their social world more fully, develop emotional

responses, and acquire language skills, which, in turn, further impact brain

development (Souza & Verissimo, 2015).Teachers play a critical role in promoting

children's learning and development. Understanding the usual development and

learning patterns of children in a specific age range enables teachers to create effective

learning activities, design the curriculum, and instruct and interact with children

appropriately (Souza & Verissimo, 2015). To achieve this, teachers should be familiar

with the sequence in which children gain specific concepts, skills, abilities, and

learning. Souza and Verissimo (2015) suggested that curriculum development and

teaching practices should be informed by known learning sequences.

Concept development is crucial for expanding understanding and clarifying

concepts related to child development. Souza and Verissimo (2015) employed the

mixed method of concept development, which involved three stages: theoretical,

practical, and analytical. The theoretical phase involved the study of literature, while

the field phase and analytical phase focused on data collection and analysis. The

authors identified four categories of concept analysis, including characteristics,

antecedents, and concept definition. They emphasized the importance of incorporating

knowledge from other disciplines, such as education, behavioral sciences, and social
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sciences, to enrich the study of child development (Souza & Verissimo, 2015). In

conclusion, this literature review is essential for understanding the factors that affect

child development and promoting children's health and integral development. It

emphasizes the role of genetics and environmental influences in shaping the

architecture of the brain and highlights the importance of understanding known

learning sequences for effective teaching practices. Furthermore, it emphasizes the

importance of concept development for expanding understanding and clarifying

concepts related to child development.

Positive Learning Environment

The purpose of this literature review is to explore the impact of a positive

learning environment on student learning and development. Various factors contribute

to a positive learning environment, including teacher-student relationships, student

engagement, and classroom management. Improved academic achievement, higher

levels of self-efficacy, and increased student engagement are some of the education

outcomes linked to a positive learning environment. The goal of this literature study is

to gain a deeper understanding of the effects of a positive learning environment on

student learning and development (Henderson & Mapp, 2002).

Establishing positive relationships with students is crucial in creating a positive

learning environment. Teachers must create an atmosphere of mutual respect, trust,

and support between themselves and their students. The classroom should be fun,

engaging, and interactive, encouraging student participation through activities,

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discussions, and problem-solving exercises. Teachers should provide positive

feedback, as positive reinforcement is essential for learning. It is also essential to

foster a sense of belonging and make learning relevant by connecting lessons to real-

world experiences (Epstein, 1995).

A positive learning environment is necessary for students to succeed in school.

It helps build strong relationships between teachers and students, encourages student

engagement, and provides an atmosphere for personal growth and development.

Creating a positive learning environment is an ongoing process that requires the

dedication of both teachers and students. With the right structure, resources, and

support, a positive learning environment can foster the success of all involved (Cohen,

McCabe, Michelli, & Pickeral, 2009).

To create a positive learning environment, the physical environment must be

conducive to learning. The lighting and temperature should be adjusted to ensure that

students are comfortable and not distracted by environmental factors. Instruction

should be provided in a way that is both engaging and effective, encouraging student

participation and interaction. The instructor should use various strategies to ensure that

the material is interesting and engaging, such as using multimedia and other

technologies, providing hands-on activities and simulations, and giving students the

opportunity to take ownership of their learning. Finally, a positive learning

environment requires an atmosphere of open communication and collaboration, where

students feel comfortable speaking (Marzano, Pickering, & Pollock, 2001).In

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conclusion, a positive learning environment is crucial for student learning and

development. Teachers must establish positive relationships with their students, create

an engaging and interactive classroom, provide positive reinforcement, foster a sense

of belonging, and make learning relevant. The physical environment must be

conducive to learning, and instruction should be provided in a way that encourages

student participation and interaction. With the right structure, resources, and support, a

positive learning environment can foster the success of all involved.

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CHAPTER III

METHODOLOGY

Research Design

This study conducted used a quantitative research design, specifically a survey.

A self-administered questionnaire was distributed to a sample of senior high school

students of Ilaya Barangka Integrated School.

This is the method we used because we wanted to know each senior high

school student personally what the home environment is like in their home. Apart

from that we also want to know the academic performance of each student of Ilaya

Barangka Integrated School. Because of that, we want to survey some senior high

school students to see how many students have problems with their home

environment.

Sampling Technique

The sample size was determined using a formula for sample size estimation.

The data collected will be analyzed using descriptive statistics and inferential statistics

(Pearson’s correlation coefficient) to determine the relationship between the home

environment and academic performance.

There is a significant population between the home environment and academic

performance. Numerous studies have demonstrated that the home environment has a

significant impact on a student's academic performance. Factors such as parental

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involvement, support, and socio- economic status all play a role in shaping a student's

educational outcomes.

Furthermore, the stability of the home environment can have an on a student's

focus and motivation to succeed academically. An environment that is conducive to

learning, with minimal distractions and a supportive family, can positively influence a

student's academic performance.

It is important to note that while the home environment can have a significant

impact on academic performance, it is not the sole determinant. Individual differences,

personal motivation.

Data Collection

Data collection was done through the administration of a self-administered

questionnaire. The questionnaire was contain items that measure the components of

the home environment, such as parental involvement, availability of educational

resources, family income, and academic performance, measured by grades in subjects.

The researcher conducted the survey by creating a printed questionnaire using a

survey platform. in our time, there are many online surveys, so because of this others

may not have been able to answer because they do not have internet or load. so we

conducted a printed survey so that we could see the students who actually answered

our survey, because our target students often do not have internet at their homes, so we

conducted a printed survey questionnaire so that even if a target student does not have

internet , so that everyone can answer even if the internet is not needed. We distributed
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the printed survey to our target students using a self-administered variant. We then

collected the data and analyzed the results.

Data Analysis

The collected data was analyzed using descriptive statistics to generate

descriptive information, such as percentage and frequencies. The percentage and

frequency are important in the survey, here the quantity and how many students

participated will be known.

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CHAPTER IV

PRESENTATION, ANALYSIS, AND INTERPRETATION

The purpose of this survey is to gather information about your home

environment and how it may affect your academic performance. Your answers will be

kept confidential and only used for research purposes. Please answer all questions

truthfully and to the best of your knowledge.

Data Analysis

The collected data will be analyzed using descriptive statistics to generate

descriptive information, such as means, frequencies, and standard deviations, and

inferential statistics (Pearson’s correlation coefficient) to determine the relationship

between the home environment and academic performance.

Table 1
Gender of Respondents
Sex Frequency Percentage

Male 34 68%

Female 16 32%

Prefer not to say 0 0%

Total 50 100%

According to Table 1, out of the total respondents (N=50), 68% are male, 32% are
female, and 0% prefer not to disclose their gender. Therefore, the majority of the
respondents are male.
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Table 2
Age of Respondents
Age Frequency Percentage

15-17 18 36%

18-20 31 62%

Above 20 1 2%

Total 50 100%

Table 2 shows that among the respondents, 36% are in the age range of 15-17,
62% are in the age range of 18-20, and 2% are above the age of 20. Hence, the
majority of the respondents fall in the age range of 18-20.

Table 3
Current Grade Level of Respondents
Current grade level Frequency Percentage

Grade 11 9 18%

Grade 12 41 82%

Total 50 100%

In Table 3, it is evident that among the respondents, 18% are from Grade 11,
and 82% are from Grade 12. Therefore, the majority of the respondents are in Grade
12.

Table 4
Grade Point Average (GPA)
GPA Frequency Percentage

75-85 21 42%

86-95 29 58%

Total 50 100%

According to Table 4, 42% of the respondents have 75-85 GPA , while 58% are
86-95 GPA.
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Table 5
Mother’s Level of Education

Mother’s Level of Education Frequency Percentage

Did not finish elementary school 3 6%

Elementary Graduate 4 8%

Highschool Graduate 23 46%

Some College Education 5 10%

College Graduate 13 26%

Postgraduate Education 2 4%

Total 50 100%

Table 5 reveals that 46% of the respondents have a mother's Highschool

Graduate, 26% College Graduate, 10% Some College Education. 8% Elementary
Graduate 6% Did not finish and 2% Postgraduate Education. Thus, the majority of the
respondents is Highschool Graduate.

Table 6
Father’s Level of Education
Father’s Level of Education Frequency Percentage

Did not finish elementary school 0 0%

Elementary Graduate 3 6%

Highschool Graduate 24 48%

Some College Education 12 24%

College Graduate 9 18%

Postgraduate Education 2 4%

Total 50 100%

Table 5 reveals that 48% of the respondents have a Father's Highschool

Graduate, 18% College Graduate, 24 %Some College Education. Elementary
Graduate 6% Did not finish and 2% Postgraduate Education. Thus, the majority of the
respondents is Highschool Graduate.
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Table 7
Parent’s Monthly Income

Parent’s Monthly Income Frequency Percentage

10k Below 19 38%

11k to 25k 20 40%

26k to 50k 11 22%

50k to 100k 0 0%

100k Above 0 0%

Total 50 100%

According to Table 40% of the respondents have 11k to 25k Parent’s

Monthly Income, 38% 10k below, and 22% 26k to 50k.

Table 8
People Live in Household
People Live in Household Frequency Percentage

1-5 People 30 60%

5-10 People 15 30%

10 People Above 5 10%

Total 50 100%

According to Table 8, 60% of the respondents have 1-5 People Live in

their Household, 30% 5-10 People, and 10% 10 People Above.

Table 9
Numbers of Hours Studying at Home
Numbers of Hours Frequency Percentage

1-5 Hours 42 84%

6-10 Hours 5 10%

10 Hours Above 3 6%

Total 50 100%

According to Table 9, 84% of the respondents 1-5 Hours Studying at Home ,

10% 5-10 Hours , and 6% 10 Hours Above.
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Table 10
Conducive Environment

Quiet Place to Study at Home Frequency Percentage

Yes 26 52%

No 24 48%

Total 50 100%

According to Table 10, 52% of the respondents have a Conducive Environment

and 48% have not.

Table 11
Internet Access
Internet Access Frequency Percentage

Yes 39 78%

No 11 22%

Total 50 100%

According to Table 11, 78% of the respondents have Internet Access and 22%
do not.

Table 12
Education Gadgets
Have Owned Laptop or Pc Frequency Percentage

Yes 27 54%

No 23 46%

Total 50 100%

According to Table 12, 54% of the respondents have Education Gadgets and
46% do not.
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Table 13
Education Materials
Have Education Materials Frequency Percentage

Yes 31 64%

No 19 36%

Total 50 100%

According to Table 13, 54% of the respondents have Education Materials and
46% do not.

Table 14
Parental Encouragement

Parent’s Provide with Support and Frequency Percentage

Encouragement

Yes 45 90%

No 5 10%

Total 50 100%

According to Table 14, 54% of the respondents have Parental

Encouragement and 10% do not.

Table 15
Parental Involvement
Parent’s often Help with Homework or Frequency Percentage
Project

Never 9 18%

Rarely 9 18%

Sometimes 22 44%

Often 5 10%

Always 5 10%

Total 50 100%

According to Table 15, 44% of the respondents Sometimes have Parental

Involvement, 9% Never and Rarely, 10% Often and Always.
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Table 16
Discuss Academics Topics With Parents

Discuss Academics Topics With Parents Frequency Percentage

Never 6 12%

Rarely 14 28%

Sometimes 22 44%

often 7 14%

Always 1 2%

Total 50 100%

According to Table 16, 44% of the respondents Sometimes have Discuss

academic Topics With Parents. 28% Rarely, 14% Often, 12% Never and 2% Always.

Table 17
Satisfaction of Academic Performance
Satisfaction of Academic Performance Frequency Percentage

Very Satisfied 8 16%

Somewhat Satisfied 27 54%

Neutral 13 26%

Somewhat dissatisfied 0 0%

Very dissatisfied 11 22%

Total 50 100%

According to Table 17, 54% Somewhat Satisfied of the respondents have

Satisfaction of Academic Performance. 26% Neutral, 22% Very Dissatisfied, 16%
Very Satisfied and 0% Somewhat dissatisfied.

Table 18
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Receive 90% or Higher Grades

Receive 90% or Higher Grades Frequency Percentage

Never 5 10%

Rarely 13 26%

Sometimes 11 22%

Often 15 30%

Always 6 12%

Total 50 100%

According to Table 18, 30% of the Respondents Often Receive 90% or Higher
Grade, 26% Rarely,, 22% Sometimes, 10% Never and 12% Always.

Table 19
Receive 70% or Below Grades
Receive 70% or Below Frequency Percentage
Grades

Never 5 10%

Rarely 13 26%

Sometimes 11 22%

Often 15 30%

Always 6 12%

Total 50 100%

According to Table 19, 30% of the Respondents Often Receive 90% or Higher
Grade, 26% Rarely, 22% Sometimes, 10% Never and 12% Always.

Table 20
Home Environment that Affect Academic Performance
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Home Environment that Frequency Percentage

Affect Academic
Performance

Yes 24 48%

No 26 52%

Total 50 100%

According to Table 20, 52% of the Respondents do not have a Home

Environment that Affects Academic Performance, and 48% Have a Home
Environment that Affects Academic Performance.

Discussion of Results

The analysis of the survey results provides valuable insights into the home

environment and its potential impact on academic performance among senior high

school students. The majority of the respondents were male, representing 68% of the

total, while females accounted for 32%. In terms of age distribution, the majority fell

within the age range of 18-20, comprising 62% of the respondents.

Regarding the current grade level, 82% of the respondents were in Grade 12,

while 18% were in Grade 11. This indicates that the majority of the participants were

in their final year of senior high school. The distribution of grade point averages

(GPA) revealed that 58% of the respondents had a GPA between 86-95, while 42%

had a GPA ranging from 75-85.

Looking at the education levels of respondents' mothers, the majority (46%)

had completed high school, followed by 26% who were college graduates. In terms of

the fathers' education levels, 48% were high school graduates, and 18% had completed
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college. These results suggest that a significant proportion of parents had attained a

high school education.

When examining household income, the largest proportion (40%) fell within

the 11k to 25k monthly income range, followed by 38% below 10k, and 22% between

26k to 50k. The data also revealed that 60% of the respondents lived in households

with 1-5 people, while 30% had 5-10 people in their households, and 10% had more

than 10 people.

In terms of studying habits, 84% of the respondents reported studying for 1-5

hours at home, while 10% studied for 6-10 hours, and 6% studied for more than 10

hours. Regarding the availability of a quiet place to study at home, 52% reported

having such a place, while 48% did not.

Internet access was widely available among the respondents, with 78% having

access and 22% without access. In terms of ownership of a laptop or PC, 54% of the

respondents reported having one, while 46% did not.

Regarding educational materials, 64% of the respondents reported having

access to them, while 36% did not. When it came to parental support and

encouragement, 90% of the respondents indicated that their parents provided such

support, while 10% did not.

The data also showed that parents often helped with homework or projects for

44% of the respondents, while 18% reported that their parents never or rarely provided

assistance. Regarding discussions of academic topics with parents, 44% reported

doing so sometimes, 28% rarely, 14% often, 12% never, and 2% always.
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In terms of satisfaction with academic performance, the majority (54%) reported

being somewhat satisfied, while 26% were neutral, 22% were very dissatisfied, 16%

were very satisfied, and 0% were somewhat dissatisfied.

When it came to receiving grades of 90% or higher, 30% of the respondents

reported often achieving this, while 26% rarely achieved it, 22% sometimes achieved

it, 10% never achieved it, and 12% always achieved it. Conversely, in terms of

receiving grades of 70% or below, the distribution was similar, with 30% often

receiving such grades, 26% rarely, 22% sometimes, 10% never, and 12% always.

Finally, with regard to the impact of the home environment on academic

performance, 52% of the respondents reported having a home environment that

affected their academic performance, while 48% did not.

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CHAPTER V
SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

Summary of Findings

The study aimed to investigate the influence of the home environment on the

performance of senior high school students at Ilaya Barangka Integrated School. The

following key findings were identified:

1. Relationship between the home environment and academic performance: The

research revealed a significant relationship between the home environment and the

academic performance of senior high school students. Students' home environment

had a notable impact on their academic performance.

2. Current home environment support mechanisms: The study determined that current

home environment support mechanisms played a role in enhancing academic

performance. Parental involvement, assistance with homework or projects, and

discussions of academic topics were identified as key support mechanisms.

3. Influence of the home environment: The home environment was found to influence

academic performance through factors such as parental support, access to resources

like the internet and educational materials, and a conducive study environment.
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4. Combination of different components of the home environment: The combination

of different components of the home environment had a cumulative effect on

academic performance. Students who had access to multiple supportive components

tended to have better academic performance.

Conclusions

Based on the findings, the study concludes that the home environment

significantly influences the academic performance of senior high school students at

Ilaya Barangka Integrated School. Components of the home environment, including

parental support, access to resources, and a conducive study environment, play a vital

role in shaping students' academic outcomes. The effectiveness of home environment

support mechanisms depends on factors such as parental involvement, resource

availability, and the quality of academic discussions. Additionally, the combination of

different components of the home environment has a cumulative impact on academic

performance.

Recommendations

Based on the findings and conclusions of the study, the following

recommendations are proposed to improve home environment support mechanisms

and enhance the academic performance of senior high school students at Ilaya

Barangka Integrated School:

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ILAYA BARANGKA INTEGRATED SCHOOL-SENIOR HIGH SCHOOL

1. Enhance parental involvement: Encourage parents to actively engage in their

children's education, providing support and encouragement regularly. Parental

workshops and awareness programs can be organized to promote effective parental

involvement.

2. Improve access to resources: Ensure that students have access to essential resources

such as the internet, educational materials, and a quiet place to study. Collaborate with

local authorities, community organizations, or sponsors to provide necessary resources

to students from disadvantaged backgrounds.

3. Foster regular academic discussions: Encourage parents to have frequent and

meaningful discussions with their children about academic topics. Promote open

communication channels between parents and teachers to facilitate ongoing dialogue

about students' academic progress.

4. Address disparities: Implement targeted interventions to address disparities in the

relationship between the home environment and academic performance among

different student groups. Provide additional support and resources to students from

disadvantaged backgrounds to ensure equitable opportunities for academic success.

Limitations

While this study provides valuable insights into the relationship between the

home environment and academic performance of senior high school students at Ilaya

Barangka Integrated School, there are certain limitations that should be acknowledged:
 31
ILAYA BARANGKA INTEGRATED SCHOOL-SENIOR HIGH SCHOOL

1. Generalizability: The findings may be specific to the context of Ilaya Barangka

Integrated School and may not be fully generalizable to other educational settings or

populations. Further research is needed to validate the findings in different contexts.

2. Self-reporting bias: The study relies on self-reported data, which may be subject to

biases or inaccuracies. Future research could consider incorporating additional

measures or data collection methods to mitigate this limitation.

3. Causality: While the study establishes a relationship between the home environment

and academic performance, it does not establish causality. Future research could

explore longitudinal or experimental designs to further investigate causal

relationships.

4. Scope of variables: The study focused on specific components of the home

environment and did not explore other potential factors that could influence academic

performance. Future research could consider a broader range of variables to provide a

more comprehensive understanding. Despite these limitations, this study contributes to

the existing literature on the home environment and academic performance, offering

insights that can inform educational policies, interventions, and practices aimed at

improving student outcomes.

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ILAYA BARANGKA INTEGRATED SCHOOL-SENIOR HIGH SCHOOL

REFERENCES
Ackerman, B. P., & Izard, C. E. (2016). The role of emotion knowledge in predicting
social, behavioral, and academic competence in kindergarten. Journal of
Psychopathology and Behavioral Assessment, 38(1), 88-97.
https://doi.org/10.1007/s10862-015-9517-6

Bohnert, A. M., Ward, A. K., Burdette, K. A., Silton, R. L., Dugas, L. R., Dinkel, D.
M., & Saelens, B. E. (2018). Associations between the child-care environment
and toddlers' objectively measured sedentary time. American Journal of
Preventive Medicine, 54(2), 173-180.
https://doi.org/10.1016/j.amepre.2017.10.013

Brew, E. A. (2021, June 1). A Literature Review of Academic Performance, an Insight

into Factors and their Influences on Academic Outcomes of Students at Senior
High Schools. Retrieved October 19, 2022, from
https://www.scirp.org/journal/paperinformation.aspx?paperid=109636

Buzz, C. (2022, July 7). What is the meaning of home environment? Celebrities Buzz.
Retrieved October 18, 2022, from https://www.celebritiesbuzz.com.gh/what-is-
the-meaning-of-home-environment

Cohen, J., McCabe, L., Michelli, N. M., & Pickeral, T. (2009). School climate:
Research, policy, practice, and teacher education. Teachers College Record,
111(1), 180-213.

Dr Study Blogging Team. (2022, July 12). How Does Surroundings Affect Students
Learning? Dr Study Learning. https://drstudylearning.com.au/how-does-
surroundings-affect-students-learning/

Epstein, J. L. (1995). School/family/community partnerships: Caring for the children

we share. Phi Delta Kappan, 76(9), 701-712.

Family & Home. (n.d.). Urban Child Institute. Retrieved November 3, 2022, from
http://www.urbanchildinstitute.org/resources/publications/data-book-2013/
family-home
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Henderson, A. T., & Mapp, K. L. (2002). A new wave of evidence: The impact of
school, family, and community connections on student achievement. National
Center for Family and Community Connections with Schools, Southwest
Educational Development Laboratory.

Hill, C. (2019, December 6). What are the Effects of the Home Environment on
Learning? Hello Motherhood. Retrieved October 19, 2022, from
https://www.hellomotherhood.com/what-are-the-effects-of-the-home-
environment-on-learning-5135423.html

Marzano, R. J., Pickering, D. J., & Pollock, J. E. (2001). Classroom instruction that
works: Research-based strategies for increasing student achievement.
Alexandria, VA: ASCD.

Measuring student learning | Center for Teaching Innovation. (n.d.). Retrieved October
19, 2022, from https://teaching.cornell.edu/teaching-resources/assessment-
evaluation/measuring-student-learning

Philadelphia Private Progressive School. (2022, March 22). The Importance of an

Engaged Learning Environment - Philadelphia Private Progressive School.
Philadelphia Private Progressive School - Preschool Through 6th Grade.
https://www.theschoolinrosevalley.org/engaged-learning-environment-
importance/

Stewart, T. L., & Smith, M. S. (2016). A positive learning environment: The role of
school leadership. International Journal of Educational Leadership Preparation,
11(1), 1-19. https://files.eric.ed.gov/fulltext/EJ1105032.pdf

Wubbels, T., Brekelmans, M., & Hooymayers, H. P. (2013). Interpersonal

relationships in education: An overview of contemporary research. In
European perspectives on teacher education (pp. 85-101). Routledge.
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ILAYA BARANGKA INTEGRATED SCHOOL-SENIOR HIGH SCHOOL

APPENDICES
 35
ILAYA BARANGKA INTEGRATED SCHOOL-SENIOR HIGH SCHOOL

Survey Questionnaire

Introduction: Thank you for participating in this study. The purpose of this survey is
to gather information about your home environment and how it may affect your
academic performance. Your answers will be kept confidential and only used for
research purposes. Please answer all questions truthfully and to the best of your
knowledge.

Part 1: Demographic Information

1. What is your gender?

 Male
 Female
 Other (please specify)
2. What is your age?
3. What is your current grade level in senior high school?
4. What is your average grade point average (GPA)?
5. What is your mother's level of education?
 Did not finish elementary school
 Elementary school graduate
 High school graduate
 Some college education
 College graduate
 Postgraduate education
6. What is your father's level of education?
 Did not finish elementary school
 Elementary school graduate
 High school graduate
 Some college education
 College graduate
 Postgraduate education
7. What is your parents' combined monthly income?
 Below PHP 10,000
 PHP 10,000 to PHP 25,000
 PHP 25,000 to PHP 50,000
 PHP 50,000 to PHP 100,000
 Above PHP 100,000

Part 2: Home Environment

8. How many people live in your household?

9. What is the average number of hours per day that you spend studying at home?
 36
ILAYA BARANGKA INTEGRATED SCHOOL-SENIOR HIGH SCHOOL

10. Do you have a quiet place to study at home?

 Yes
 No
11. Does your home have internet access?
 Yes
 No
12. Do you have your own computer or laptop to use for studying at home?
 Yes
 No
13. Do you have access to educational materials such as textbooks, reference
materials, or other learning resources at home?
 Yes
 No
14. Do your parents provide you with support and encouragement for your studies?
 Yes
 No
15. How often do your parents help you with your homework or school projects?
 Never
 Rarely
 Sometimes
 Often
 Always
16. How often do you discuss academic topics with your parents?
 Never
 Rarely
 Sometimes
 Often
 Always

Part 3: Academic Performance

17. What is your overall satisfaction with your academic performance?

 Very satisfied
 Somewhat satisfied
 Neutral
 Somewhat dissatisfied
 Very dissatisfied
18. How often do you receive high grades (90% or higher) in your classes?
 Never
 Rarely
 Sometimes
 Often
 Always
 37
ILAYA BARANGKA INTEGRATED SCHOOL-SENIOR HIGH SCHOOL

19. How often do you receive low grades (below 70%) in your classes?
 Never
 Rarely
 Sometimes
 Often
 Always
20. Do you feel that your home environment affects your academic performance?
 Yes
 No
21. If yes, how does your home environment affect your academic performance?

Part 4: Current Home Environment Support Mechanisms

22. Are there any programs or initiatives in your school or community that support
your home environment and academic performance?
 Yes
 No
23. If yes, how effective do you feel these programs or initiatives are in improving
your academic performance?
24. If no, what programs or initiatives would you like to see implemented to
support your home environment and academic performance?

Thank you for taking the time to complete this survey. Your input is valuable and will
help us to better understand how the home environment affects academic performance.
Your responses will be kept confidential and used for research purposes only.
 38
ILAYA BARANGKA INTEGRATED SCHOOL-SENIOR HIGH SCHOOL

JEFFERSON VALLESER
Address: San Roque St. Barangka Ilaya, Mandaluyong City
Contact No: 09611771745
Email: [email protected]
Objective:
Looking to kickstart my career in an Organization that can help me
realize my potential and grow. I am willing to explore opportunities and contribute
to further the Organization’s goals
Personal Information:
Date of birth: August 1, 2003
Place of birth: Pasig City
Citizenship: Filipino
Civil Status: Single
Height: 5’7
Weight: 55 kg
Religion: Catholic
Educational Background:
Senior High School
Secondary : Ilaya Barangka Integrated School
Mandaluyong City
2021 Present
Junior High School Completer
Primary : Ilaya Barangka Integrated School
Mandaluyong City
2017-2020
Certificate, Training, Seminar:

May 4 - June 21 2023 : Training for Bartending NC2

March 3-30, 2023 : 20-Days Division Training for Senior High School Work Immersion,
Teacher, Learners
Skills and Talents:
-Encoding Data
-Arranging and Organizing Documents

References:
Mrs. Grace de Claro
09617481029
Teacher
Taguig City

I hereby certify that the statements above are true and correct to the best of my knowledge,
and belief.

__________________________
JEFFERSON VALLESER
 39
ILAYA BARANGKA INTEGRATED SCHOOL-SENIOR HIGH SCHOOL

TYRONE JOSHMARC M. GUEVARA

Address: 53 B Barangka Ilaya, Mandaluyong City
Contact No: 09095933190
Email: [email protected]
Objective:
To gain experience and contribute to the company based in my
expertise that will enhance my capabilities as a future Industry expertise
Personal Information:
Date of birth: September 22, 2004
Place of birth: Mandaluyong Medical Center
Citizenship: Filipino
Civil Status: Single
Height: 171 cm
Weight: 60 kg
Religion: Catholic
Educational Background:
Senior High School
Secondary : Ilaya Barangka Integrated School
Mandaluyong City
2021 Present
Junior High School Completer
Primary : Ilaya Barangka Integrated School
Mandaluyong City
2017-2020
Certificate, Training, Seminar:

May 4 - June 19 2023 : Training for Bartending NC2

March 3-25, 2023 : 20-Days Division Training for Senior High School Work Immersion,
Teacher, Learners
Skills and Talents:
-Creative Skills
-Leadership and Teamwork

References:
Mrs. Grace de Claro
09617481029
Teacher
Taguig City

I hereby certify that the statements above are true and correct to the best of my knowledge,
and belief.

_______________________________________
TYRONE JOSHMARC M. GUEVARA
 40
ILAYA BARANGKA INTEGRATED SCHOOL-SENIOR HIGH SCHOOL

JOHN ALDWIN C. DERIE

Address: 1033 Mrr Track Barangka Itaas, Mandaluyong City
Contact No: 09694910144
Email: [email protected]
Objective:
To gain experience and contribute to the company based in my
expertise that will enhance my capabilities as a future Industry expertise
Personal Information:
Date of birth: December 15, 2003
Place of birth: Quezon City
Citizenship: Filipino
Civil Status: Single
Height: 5’8
Weight: 120 lbs.
Religion: Catholic
Educational Background:
Senior High School
Secondary : Ilaya Barangka Integrated School
Mandaluyong City
2021 Present
Junior High School Completer
Primary : Ilaya Barangka Integrated School
Mandaluyong City
2017-2020
Certificate, Training, Seminar:

May 4 - June 21 2023 : Training for Bartending NC2

March 3-30, 2023 : 20-Days Division Training for Senior High School Work Immersion,
Teacher, Learners
Skills and Talents:
-Creative
-Arranging and Organizing Documents

References:
Mrs. Grace de Claro
09617481029
Teacher
Taguig City

I hereby certify that the statements above are true and correct to the best of my knowledge,
and belief.

_____________________________
JOHN ALDWIN C. DERIE