Cultivating Quality: School and Home Environment as Determinants of Students’ Academic Achievements

Abstract

This study examined the relationship between the school environment, home environment, and students' academic achievement among Grade 6 pupils of Maparat Elementary School Main and Annex, Compostela West District, Davao de Oro. Specifically, it determined the levels of school environment in terms of physical, academic, and social environments; home environment in terms of parental communication, home learning, and emotional support; students' academic achievement; and the significant relationships among these variables. A quantitative descriptive-correlational research design was employed involving 196 Grade 6 pupils selected through universal sampling. Data were gathered using adapted and validated questionnaires, while academic achievement was measured using the students' third-quarter periodical examination scores. Mean and Pearson Product-Moment Correlation Coefficient were used to analyze the data at the 0.05 level of significance. The findings revealed that the physical environment was rated High, while the academic and social environments were rated Very High. Likewise, parental communication was rated Very High, whereas home learning and emotional support were rated High. Students' academic achievement was classified under Average Mastery. Moreover, no significant relationship was found between school environment and academic achievement (r = .037, p = .605) and between home environment and academic achievement (r = .131, p = .067). The study concludes that supportive school and home environments alone do not significantly predict students' academic achievement. It recommends strengthening academic interventions, improving learning resources, and exploring additional factors affecting academic performance.