THE IMPACT OF HOME ENVIRONMENT AS A LEARNING ENVIRONMENT IN THE

DISTANCE LEARNING OF ST. MARY’S ACADEMY OF STA. ANA, MANILA

A RESEARCH PAPER
Presented to
The Basic Education Faculty
St. Mary’s Academy Sta. Ana
Manila

In Partial Fulfilment of the Requirements

In English Research:

Research Supervisor:
Ms. Sheena Mae T. Gracilla LPT

Researchers:
Capistrano, Paulenne Hanna B.
Mojal, Danica Francine G.
Navarro, Margaux Francine N.
Parayno, Marcus Aaron M.
Perez, Isaac Monde L.
 CHAPTER I
INTRODUCTION

Background of the Study

According to Florida National University (2019), Distance education has been practiced
since the 1700s and started as a method called Correspondence Education. In this method, any
interactions between the student and teacher would be via mail; passing assignments, giving
instructions, and so on. The process may be an inconvenience in the contemporary era but due to
the inclination of students to acquire knowledge and different skills, the delay of learning was
not a problem, distance was not a hindrance to their education. Fortunately, as technology
progressed, distance learning became easier and accessible to all through various media like
television, radio and other gadgets. This approach to education is applied in different schools and
universities. On account of technology, everything including knowledge is just a click away.
Online class is a good opportunity for the learners to develop and or enhance their skills
in using technological devices. (Doyle, 2009 in Blackmon and Major, 2012) Based on the
observations of the researchers, most of the students are having difficulties adjusting to the
online blended approach, because they are more accustomed in face-to-face learning. A few
significant issues encountered by the students is that not all have the ability to invest in new
materials, adjusting to the abrupt change and swiftly managing to deal with the effectiveness of
learning in the home environment.
According to Ngussa & Gundula (2019) a home influences children at the most vital time
of life because the children often see the parents, siblings and things in their immediate
environment as the most significant. Since early childhood, learning starts in the home
environment with parents serving as their children’s first teacher and mentor. The academic
performance of students heavily depends upon the parental involvement in their academic
activities to attain the higher level of quality in academic success. (Barnard, 2004; Henderson,
1988; Shumox & Lomax, 2001; Farooq, Chaudhry, Shafiq, Berhanu, 2011) Family interactions
are vital to motivate a child to do their best in school. When parents are fully supportive of their
child’s education, it is an indirect way of showing love and support to their child's successes and
achievements in life. Other family members could also provide additional reinforcement on the
teachers’ instructional methods, helping the learner to fully grasp the topics he/she has learned in
school or in this case, during distance learning.
Meanwhile, workspace is beneficial in conducting a good performance to acquire creative
and healthy outcomes of labor (Halil H.P., 2012). Therefore, the reliable capacity of setting utter
one’s interest is more attainable in one’s performance. Hence, it releases stress, possesses
productivity, and compromises mental and physical capabilities. “Students doing things, and
thinking about the things they are doing” (p.2) (Bonwell and Eison 1991; Rands and Gansemer-
Topf, 2017) the students acknowledge the method of analysis and conceptualization more rather
than memorization, however, this will not be possible if the surroundings of the learner often
distracts his/her attention capacity. Wherefore, the more the students' learning space befit their
work dimensions, the more opportunities of exertions will be managed (Chaney, 2001, p.28;
Brittany Gilbert, 2015).
The internet performs a major role in students schooling through online blended learning.
(Miller, 2015) It is one of the most important tools produced in the modern era of technology.
Learners and teachers can communicate with each other even at long distances. One of the major
problems one can encounter in online classes is that internet connection can be interrupted due to
various reasons. The students may experience difficulties in entering their online classes or
answering online activities.
Since classes could now be taken online, resources that are needed to attend these classes
are different from the ones students were accustomed to in the face-to-face approach. Distance
learning essentials may become expensive with the introduction of devices, such as, personal
computer or phone, modules, stable internet connection and study area (ergonomic table, chair,
etc.) to address health issues related to computing, e.g. RSI (Repetitive Stress Injury). Since
these are the must haves, students may experience resource limitations as a major problem,
especially those not privileged with affording decent tools and the initial study area set-up, the
monthly internet expenses and related utility costs, let alone the tuition fee in online classes. The
researchers recognize that the additional expenses on the home computing set-up may be offset
by the savings from transportation and food allowances of students in a face-to-face schooling.
The researchers aim to determine the impact of home environment as a learning
environment in the distance learning of St. Mary’s Academy of Sta. Ana, Manila. The
proponents opt to immerse on the different home environmental factors that may affect the
performance of the selected students, determining whether these diverse home environmental
factors could give a positive or negative impact on the students’ performance in distance
learning. Consequently, this paper also explores the benefits of having the home environment as
a learning environment during distance learning

Statement of the Problem

This research aims to determine the impact of the home environment as a learning
environment for distance learning in the selected students in St. Mary’s Academy of Sta. Ana,
Manila. Specifically, this study seeks to answer the following:
1. What are the home environmental factors that affect the students’ capabilities and
execution during distance learning?
2. What are the positive and negative impacts of the home environment in the performance
of the students’ during distance learning?
3. In what way does the home environment help the students’ performance in distance
learning?

 
Theoretical Framework
This study is connected to the leading theories: Behaviorism Learning Theory,
Cognitivist Learning Theory, Environmentalist Learning Theory, Social Learning Theory, and
Locus of Control.
The Behaviorism Learning Theory is a relationship between the behavior and the
interaction of the way the learner acts and responds to other people. It is based on observation of
the learner’s physical response (Western Government University, 2020). The way the learner
thinks is connected to the way he/she acts, though it is not necessarily focused on the mental
criticism, but it is directly apparent to the action of how the learner performs on the distance
learning based on the habitual behavior where he/she develops.
If the behavior is unacceptable and contradicts what the parents’ viewpoint, it can be
replaced by another system of manners (Parkay & Hass, 2000; Zhou & Brown, 2015). The home
environment where the learner grows is also what the manner he/she performs. It depends on the
factors that the learner’s parents or guardians show manners to them and how they have conduct
rules to follow. Therefore, the learner obtained the embodiment of his/her parents’ or guardians’
performance that constructs the learner’s behavior.
(Shaffe, 2000; Zhou & Brown, 2015) John B. Watson and B.F. Skinner are the two (2)
principal originators of the behaviorist of learning. Watson believed that psychology should
primarily be scientific observable of behavior (Cherry, 2020). However, Watson based his study
on Ivan Pavlov’s theory that through stimuli, a conditioned response is shown (Wpengine, 2018).
For example, when a cell phone rings, a student is expecting it came from someone, but as the
student opens his/her phone, it is a notification coming from a school for an activity during
distance learning. While Skinner believed an operant conditioning - a consequence,
reinforcement, or punishment (positive or negative) to prevent petition of behavior upon the
environment (Cherry, 2020). For example, the parent told the student if he/she fails to pass the
exams, the parent will confiscate the student’s phone. Therefore, the student has the possibility to
pass the exam more since the negative punishment is given that prevents the student from failing.
The home environment affects the factors of the behavior of the student during distance learning.
Through this, the student’s performance is able to be more accurate in the home environment
based on the Behaviorism Learning Theory. The parents or guardians are the one who leads the
behavior of the student. Especially during distance learning, the parents are the one the student’s
spend time with, therefore, the student pertains to what parents apply to the home environment.
Cognitivist Learning Theory is credited by Jean Piaget. One of the tremendous concepts
of this theory is it emerged when the researchers found out that behaviorism did not account for
all types of learning. The Cognitivist Learning Theory is developed as a reaction to behaviorism.
The Learners need to explore, manipulate, experiment, question, and to search for answers by
themselves. (Boyle, 1997; Devries and Zan, 2003)
The researchers observed that students are struggling in Distance Learning which affects their
learning process. With the home environment as their new learning environment, the students
must develop different strategies because the environment alone does not control their learning
process as students. This theory states that the student is one of the active participants in the
learning process.
Moreover, Environmentalist Learning Theory is the understanding that the students’
environment shapes learning and behavior. It is also thought that behavior and learning are
reactions to the environment. This encourages families to understand the student to develop and
learn new skills in reaction to new things around them. (Sarah Lipoff, 2011) This theory explains
the impact of the students’ home environment as a learning environment.
This theory fits the situation of students in distance learning because they are able to
discover new elements in their home environment and utilize them to improve their academic
performances. The more they discover unfamiliar things, the more they learn. For a more
efficient absorption of learning, the home environment should also be conducive to learning
itself. Choosing a good learning area at home, staying away from television and other
distractions, is what this theory suggests so that the student may be able to concentrate and
automatically adapt in the home environment as a new learning environment in distance learning.
Students can learn and focus depending on the environment that they’re into. If the place is quiet
and free from distractions, it could give a positive impact to the learners. Due to this, the learners
are able to stay focused in their classes because there are no barriers present in the home
environment of the student in distance learning.
According to Mearns (2019), the main idea in Julian Rotter's social learning theory is that
personality represents an interaction of the individual with his or her environment. One cannot
speak of a personality, internal to the individual, which is independent of the environment.
Neither can one focus on behavior as being an automatic response to an objective set of
environmental stimuli. Rather, to understand behavior, one must take both the individual (i.e., his
or her life history of learning and experiences) and the environment (i.e., those stimuli that the
person is aware of and responding to) into account.
In relation to this theory, the students’ behavior and performance in distance learning is
largely affected by the home environment he/she is studying in. “One cannot speak of a
personality, internal to the individual, that is independent of the environment.” The students’
output in distance learning may be a reflection of his/her mental state and capabilities in the
home setting. His/her outputs may be affected by his/her interactions to the different home
environmental factors which could be positive or negative depending on the home setting. If the
student experiences problems with family interactions at home, it may show a decreased amount
of engagement in online classes. If the home environment has sufficient resources needed for
online classes, there will be no barriers in the performance of the learner and these resources may
be used in maximum potential, helping the student produce good outputs during distance
learning.
Another theoretical concept introduced by Rotter is the Locus of Control. The Locus of
Control in Layman’s term is the belief within a person that he/she has complete control over
his/her life. Children with an environment telling them they’re “smart” or “gifted” believe in
what is called the “External Locus of Control”. People with External Locus of Control rely on
factors outside their control to dictate their successes and achievements in life. On the other
hand, children who were told they succeed because of their own abilities and hard work
developed the “Internal Locus of Control”.
The family plays a significant role in determining which type of locus of control children
may develop in their future perspectives in life. If a child’s home environment drills dependence
to any external factors out of his/her control, the child may experience lack of motivation in
schooling. “Children who were raised by parents who encouraged their independence and helped
them to learn the connection between actions and their consequences tended to have a better
developed internal locus of control. These children with a more internal locus of control behave
more healthily as adults because they have greater confidence in their ability to influence
outcomes through their own actions. They may also have higher self-esteem.” (Joelson, 2017)
In distance learning, students with developed External Locus of Control may put the blame on
any interference he/she may face during classes, eg. no mic, broken cameras, instead of working
on fixing or buying a new mic or camera required for online learning. If the learner has Internal
Locus of Control, he/she will be resourceful and put effort on finding alternatives in the factors
affecting his/her studies, e.g., repairing technical difficulties, using data to attend to the needs of
classes. This may bring a positive impact on his/her performance in distance learning.
Conceptual Paradigm
The conceptual paradigm emphasizes on the process of how the researchers will study the
home environment of the selected Gr.8 students, and the impacts of the different home
environmental factors to their performance in the distance learning approach of St. Mary’s
Academy of Sta. Ana, Manila. The model depicts how the research process will be done, starting
with the home environment of the selected Gr.8 respondents. Based on their academic
performance in school, these students are divided into two categories, the honor and non-honor
students. The researchers will gather data regarding the positive and negative factors of their
home environment that affected their academic performance in distance learning. Thus,
discovering the impacts of these positive and negative home environmental factors in the
learning process and performance of the students during distance learning.
Significance of the Study
This study is particularly beneficial to the following:
• St. Mary’s Academy of Sta. Ana, Manila will benefit from gaining awareness on the
students’ home environmental concerns. This will pave the way for the institution to improve
their services on finding ways to keep the students on track for the online blended learning
approach. The school can also inform their faculty on how to adjust, aligned with the situation of
their students.
• The students of St. Mary’s Academy of Sta. Ana, Manila experiencing online learning
will gain more techniques on how to adjust and deal with this kind of approach.
• The teachers will learn to improve their teaching strategies in order to adapt with the
certain problems encountered in the home environment during distance learning.
• The parents can improve their interactions with their children, helping them to attain
excellent performance during distance learning. Through this, the students will be able to give
their maximum potential by their parents’ support.
• The future researchers may get information in accordance to the topic of their qualifying
study and to conduct results based on the corresponding topic.
Scope and Delimitation of the Study
The study aims to determine the impact of the home as a learning environment in the
distance learning of St. Mary’s Academy of Sta. Ana, Manila. The researchers intend to
determine the positive and negative home environmental factors and how it impacts the students’
performance in distance learning. The proponents aim to gather data that may aid in the
improvement of the students’ performance in distance learning through analysis and
accommodation to fit the necessities of the home environmental conditions of the students.
This study uses a mix of both qualitative and quantitative methods. Data is to be gathered
through survey and interview questionnaires made by the proponents. These questionnaires are
intended to be answered by the selected Grade 8 students of St. Mary’s Academy of Sta. Ana,
Manila. The researchers used the random sampling method and selected forty (40) Grade 8
students from two (2) different sections, a total of eighty (80) respondents for the research. The
selected students are subdivided into sixty (60) honor and non-honor students to answer the
survey questionnaire, while the remaining twenty (20) honor and non-honor students will be
interviewed and observed by the proponents. Since physical gatherings are restricted, all data
gathering methods are to be done online through the use of Google forms.
The research gives emphasis on the impacts of the home as a learning environment for
the distance learning of St. Mary’s Academy of Sta. Ana, Manila. It also studies the different
home environmental factors that affect the performance of a student during the online blended
learning. The study does not focus on other external factors that affect the home e.g., natural
calamities, nor the impacts of the learners’ relationship with other students or teachers from other
home environments.
Definition of Terms:
1. Academic achievement is the performance outcomes that indicate the extent to which a
person has accomplished specific goals that were the focus of activities in instructional
environments, specifically in school, college, and university. (Steinmayr, Meißner, Weidinger &
Wirthwein, 2014)
2. Academic performance means the knowledge and skills that students have mastered in a
subject or a course. It’s basically a measure of how well students have performed in the various
assessment items set for them based on some educational criteria determined by professional
educators (Lee, 2010; Dabon et al., 2019)
3. Conducive means tending to promote or assist. (Conducive. Merriam-Webster
Dictionary. Retrieved from: https://www.merriam-webster.com/dictionary/conducive)
4. Distance Learning also known as distance education, e-learning, and online learning, is a
form of education in which the main elements include physical separation of teachers and
students during instruction and the use of various technologies to facilitate student-teacher and
student-student communication. (Distance Learning. Britannica Dictionary. Retrieved from:
https://www.britannica.com/topic/distance-learning)
5. Environmental Stimuli refers to pictures or objects one sees in daily life presented in
laboratory experiments to create the feeling of viewing natural images. (Nayak, 2016)
6. Family interactions are the most proximal means of influence among family members,
and patterns of family behaviors are “isomorphic” to more general relationship dynamics, such
as family roles, power, affiliations, and cohesiveness. (Floyd & Costigan (1997); Elsevier B.V.
(2020). Family Interaction. Retrieved from: https://www.sciencedirect.com/topics/medicine-and-
dentistry/family-interaction)
7. Home learning environment (HLE) is a reflection of the overall home environment and
family interactions in and around the home. In a home learning environment, students learn to
investigate their surroundings through a family context and are provided a blueprint for learning,
behavior, and attitudes. Creating a positive learning environment in the home can thus foster new
skills and encourage active learning among learners (Reynolds, 2020)
8. Learning Environment is a diverse platform where users engage and interact to learn new
skills. While learners can learn in an array of settings, the term refers to the more preferred and
accurate alternative. (Movchan, 2018)
9. Locus of control refers to one’s general predisposition to perceive control, or lack
thereof, across various situations. (Van Liew J.R. (2013). Locus of Control. Retrieved
from: https://doi.org/10.1007/978-1-4419-1005-9_1228)
10. Online Blended Learning is defined as the thoughtful integration of classroom face-to-
face learning experiences with online learning experiences. (Garrison & Kanuka (2004); Berg &
Duignan (2016). Distance Learning. Retrieved from: https://www.britannica.com/topic/distance-
learning)
11. Online class is a course conducted over the Internet. They are generally conducted
through a learning management system, in which students can view their course syllabus and
academic progress, as well as communicate with fellow students and their course instructor.
(Online Class. Top-Hat Glossary. Retrieved from: https://tophat.com/glossary/o/online-
class/#:~:text=An%20online%20class%20is%20a,students%20and%20their%20course
%20instructor)
12. Parental Involvement refers to the amount of participation a parent has when it comes to
schooling and her child's life. Some schools foster healthy parental involvement through events
and volunteer opportunities, but sometimes it's up to the parents to involve themselves with their
children's education. (Ireland, 2017)
13. Self-Paced Learning is defined as a specific learning method in which the learner is able
to control the amount of material they consume as well as the duration of time they need to learn
the new information properly. (Hubauer, 2018)
14. Socio-Economic is the measure of one's combined economic and social status that tends
to be positively associated with better health. This entry focuses on the three common measures
of socioeconomic status; education, income, and occupation. (Baker, 2014)
15. Workspace is the space used or required for one's work, as in an office or home.
(Workspace. Dictionary.com Retrieved from: https://www.dictionary.com/browse/workspace)
 CHAPTER II
REVIEW OF RELATED LITERATURE
Learning Environment
The student’s learning environment performs a huge role in their academic performance.
The student’s performance relies on the limited learning environment suitable for learning. The
educational process of development occurs in a physical, social, cultural and psychological
environment which implies that a proper and adequate environment is very much necessary for a
fruitful learning (Mudassir and Norsuhaily, 2015; Usman et al., 2019). The behavior exists in a
totality of interacting facts which comprise a dynamic field (Lewin, 2009; Malik & Risvi, 2018).
In this case, the way the students act depends on the habitat the students are in which also
comply with the materials that surround the student. Limited materials for learning affects the
development of the learning process to the students. The learning environment is a venue for the
student’s learning therefore the environment should give advantage and help the students to
easily comply with their lessons.
A learning environment requires a peaceful and sufficient venue for the students to
certainly perform their principal approach to education. As stated by Waldman (2016), students
can obtain a successful academic performance if they feel safe and secure, have a great
engagement and interest, significant connection between co-learners, teachers and other staff,
and lastly, the unlimited support from family especially financially. Student’s potential to
education requires a lot of effort to improve and enhance and it takes a lot of time for them to
easily cope due to their limited attention capacity. An enthusiastic, focused, energized, and
emotionally positive interactions of the students with the academic school activities can reflect
the kind of interactions with aspects from the learning environment (activities and materials) that
should interfere with actual learning skills (Skinner, et al., 2009; Opdenakker & Minnaert, 2011).

Home Learning Environment

Over the past three decades, a growing number of studies have provided empirical
evidence that the home learning environment (HLE) is an important predictor of differences in
children’s academic and social development (Weinert, 2018; Lehrl et al., 2020). Children’s
participation in learning activities, the quality of parent–child interactions, and the availability of
learning materials are three key features of the home learning environment that help to support
children’s educational development (Bradley & Corwyn, 2010). With the development of the
home literacy model (Sénéchal & LeFevre, 2002) and the home numeracy model (Skwarchuk,
Sowinski, & LeFevre, 2014), measures of the HLE have become more detailed and developed in
relation to specific outcome measures (e.g., Manolitsis, Georgiou, & Tziraki, 2013; Lehrl et al.,
2020). “These new approaches have improved our understanding of what happens in the home
context regarding learning activities in different educational domains of children’s academic
development. However, only a few studies have examined changes in the HLE over time and it's
longer term effects on children’s outcomes’'” (Morrison, 2010; Lehrl et al., 2020).
With regards to the theory of Lipoff (2011), The Environmentalist Theory, it is important
to note that not only should the area of learning within the home be considered. The availability
of learning materials, the required technology and the support of the parents or guardians are all
equally important for the overall development and capability of students to learn and absorb their
lessons. A routine must also be developed wherein the usual preparation before going to an
actual school should be applied. Practicing the proper hygiene, wearing a decent attire, eating
the right food and spiritual preparedness also contribute to the educational development of an
individual. Physical activities should also be part of this learning development to make sure that
the student will have enough energy to last throughout the day. It is a must to take a break from
time to time, do some stretches to prevent muscle pain and rest the eyes to avoid strain and
further damage caused by certain radiation. .Overall, learning development involves not only the
home as a venue to learn but it also helps to apply other contributing factors such as mental,
physical and spiritual preparedness.

Parental Involvement
Parent involvement can be described as social relations that are imbued with norms of
trust, obligation, or reciprocity (Coleman, 1988; McNeal, 1999; McNeal Jr., 2014). It is the
amount or degree of a parent in investing in the activities, education, and personal life of their
children. Parental involvement in educational activities at school was found to have
indirect influence on academic performance while involvement in educational activities at
home had direct influence. With these results, the study recommended that parents should set
study rooms which provide a conducive home environment for home study, parents should set
home rules to govern their children’s home study behavior, and teachers should establish
partnerships with parents to support learning experiences (Mwirichia, 2013; McNeal Jr., 2014).
Parental involvement is needed now more than ever, especially in this time of uncertainty
wherein students are adjusting to the “New Normal” of education. Researchers have reported
that parent–child interactions, specifically stimulating and responsive parenting practices, are
important influences on a child's academic development (Christian, Morrison, & Bryant, 1998;
Committee on Early Childhood Pedagogy, 2000; Topor, Keane, Shelton & Calkins, 2010).
Parents’ involvement in their children’s educational life has been linked with children’s
academic outcomes in a variety of ways, including higher academic achievements
(Bogenschmeider, 1997; Ngussa & Gundula, 2019).
Opportunely, the access to parent involvement at home is much higher while the country
is going through lockdown. Learners, whose parents are involved, are active and ready to learn,
they learn to be punctual from a young age, they learn to be persistent as the parents would be
continuously enquiring about their progress and they would not want to disappoint them. Taking
responsibility becomes a part of the nature of such children as they plan ahead and are able to do
their work according to their schedule, which is the quality of being organized (Sapungan &
Sapungan, 2014; Ntekane, 2018). When parents give time to teach their children struggling in
online classes, these learners will be inspired, motivated, and disciplined knowing that their
parents are supportive and will always be with them, especially now that adjusting in a new
learning environment is difficult. Thus, it gives a positive impact to the student’s performance in
distance learning.
According to Nowicki et al. (2018), findings suggest that inadequate early maternal
interaction with the child is associated with an increased risk of the child being externally
oriented by the age of 8; this could give a negative impact in the learning process and
performance of the child in education. Parental involvement is vital in the development of their
child’s Locus of Control, giving impact on the learner’s motivation in school. Lefcourt (1978);
Nowicki et al. (2018), believed warm supportive parents help to make children feel safe and
secure enough to explore their environments and learn how their behavior connects to outcomes
across a variety of situations; internal control expectancies can develop and generalize from such
experiences. “Children with generalized internal, as opposed to external, control expectancies
report less stress earlier in their lives and have parents who report treating them more
consistently, granting them greater autonomy to pursue their activities earlier, and providing
them with a warm, supportive relationship.” (Carton and Nowicki, 1994; Nowicki et al., 2018).
Hence, learners with healthy relationships to their parents are given the advantages and benefits
in the long run of their education even in adapting to different learning approaches for instance,
distance learning.

Socio-Economic Factor on Student’s Achievement

Performing distance learning education implements a new set of materials. Technology
and stable internet connection is the main execution to acquire home environment learning as a
new venue of education. However, it requires a new investment, thus not all parents have the
same capability that they can absolutely afford. Financial capability is the application of financial
knowledge to behavioral outcomes (Eichelberger, Mattioli, & Foxhoven, 2017); education
complies with the financial support of parents. Wherefore, students' performance depends on the
amount the parents’ can sustain.
As claimed by Ngussa & Gundula (2019), parents’ socio-economic class has a great
influence on learners’ academic achievement in all levels of education. Socio-economic class
has 3 types: the Low-income class, Middle-income class, and High-income class. High-income
class has a high potential to support the student’s educational needs, therefore, the learner can
perform well without self-sacrificing when it comes to the needs of materials and the stability of
education is assured until the student finishes college (Venus Zoleta, 2020). Through this, the
student has more potential in performing well in learning activities due to the consistency of
financial support the parents can give. Financial limitations can be found in every class but most
especially to the Low-income class. Low-income class has a small amount of financial support to
sustain the everyday needs of the family. Hence, this class experiences the most shortage of
financial support. In addition to that, most students have an obligation to do at home, spending
time in doing house-hold chores, helping siblings in doing their homeworks, some are working-
students to aid the family financially, and cannot focus on education due to the conduciveness of
the home environment. Same as well to the Middle-income class, however, this class is a bit
higher compared to the Low-income class.
(Grining, 2007; Hassan, 2014) The student’s performance depends on what the parents
want for them and the situation where the parents are. The parents are the ones who raised their
children, they know them well (Dean, 2001; Hassan, 2014). The parents have rights to conduct
decisions in their child’s life and it is their obligation to provide the needs of the child as much as
they can. Investing for their child's education gives a big impact to the child’s future. Thus,
through education, it can devote achievement for the child. Therefore, their child can give
aspiration to his/her parents, despite sufferings; the outcome of it becomes sufficient where
he/she was able to derive the parent’s financial ability from its crucial state. In relation to
Skinner’s Behaviorism Theory, if a child gains an achievement, this will prompt him/her to
become motivated and continue striving for the outcomes of success.

Students’ Experiences in Online Blended Learning

According to Kumar (2009); Richardson and Ice (2010); Chan et al. (2016); Bouilhères
Et al. (2020), Online Blended Learning particularly, helps the students to increase their
interactions in the home environment. The effectiveness of learning technologies primarily
depends on a number of factors (Young & Bruce 2011; Bouilhères Et al., 2020), including the
students characteristics and experiences (Holley & Oliver 2010; Bouilhères Et al., 2020). Online
Blended Learning is a good experience for learners to adjust in the period of distance learning. It
is an opportunity for the learners to improve their knowledge and skills in Information and
communications technology (ICT), self-paced learning, and so forth. In a report by Oxford
Group (2013); Kintu et al. (2017), some learners had negative attitudes to blended learning while
others were concerned that learners would not complete study in blended learning. Learners are
important partners in any learning process and therefore, their backgrounds and characteristics
affect their ability to effectively carry on with learning and being in blended learning, the design
tools to be used may impinge on the effectiveness in their learning. One of the tremendous
benefits that learners can get from online blended learning is that they can gain valuable
strategies that they may conduct in this new learning process. Kenney and Newcombe (2011);
Kintu Et al. (2017) did their comparison to establish effectiveness in view of grades and found
that blended learning had a higher average score than the non-blended learning environment.
In relevance to the Cognitivist Learning Theory, according to the statement of Gagne
(1984); Akinsanmi (2008); Guney & Al (2012), Cognitivism is developed as a reaction to
behaviorism. It indicates that behaviorism may not affect the performance of the learner,
including the negative attitudes that cause a negative impact on the online blended learning
experience of a student.

Benefits of Home Environment in Distance Learning

The home serves as the children's first library, laboratory, their first art studio, and their
first playground. In their homes, children make initial explorations into literacy, mathematics,
science, art, and music. Indeed, it is in the home that children formulate and test some of their
first hypotheses about the nature of the world, building and progressively refining their
knowledge and skills as well as their learning expectations, beliefs, goals, and strategies (Dearing
& Tang, 2010). The home environment is where children used to return from school and would
continue on completing their school works and learning new skills outside of their academic
abilities.
Children’s participation in learning activities, the quality of parent–child interactions, and
the availability of learning materials are three key features of the home learning environment that
help to support children’s educational development (Bradley & Corwyn, 2002; Lehrl et al.,
2020). The quality of learning in a home environment depends on several contributing factors
that must be utilized in order to receive benefits in maximizing the learning potential of children.
These factors should go hand in hand in the educational development of children.
One of the fundamental benefits that the learners can obtain in the home environment is
that it enables learners to absorb knowledge and mastery in skills through self-paced learning. It
gives the opportunity for students to access learning materials at their speed, to easily focus on
things that they find challenging without any distraction and to stroll past things that they already
know. The home environment maximizes the productivity of one’s child. Hence, this gives time
for children to discover alternative activities for their self-improvement techniques. A home
environment that’s abundant in resources needed for learning can improve the quality of
studying for the students during distance learning.
As part of the home learning environment, parents play significant roles in their
children’s learning. Therefore, the parent-child relations enhance the participation of the child’s
performance in education and the availability of materials needed for education is contemporary
(Bradley & Corwyn, 2002; Lherl Et Al, 2020). The active involvement of parents obtains strong
support by helping the child in conducting the tasks. Therefore, the children can easily manage
their potential to comply more in accomplishing the activities. Parents should guide their
children as needed and must help in creating suitable and consistent study habits.
The home environment minimizes the time spent on walking to eat for lunch and riding
transportation. Furthermore, studying from home will save you a lot of money from these
expenses (Stidham, 2018). This promotes greater efficiency of learning that also ensures
increased performance, as the learner can manage their education in a way which encourages
them to function the independent thought and critical thinking (Nickelled, LTD, 2020). It helps
the students have reduced time pressure in finishing their tasks at distance learning.
Learning at home also teaches time management, which is crucial in completing tasks in
distance learning and labor means.
As per Roberts (2020), “Although students may miss extracurricular activities and social
relationships from school, many have reported feeling less stressed while schooling from home.
Students can study where they feel most comfortable and can videoconference to their classes at
the click of a button.” Studying at home eliminates security risks when outside the house. Thus,
it provides the students a safe and relaxing environment convenient for learning.
 CHAPTER III

METHODOLOGY

This section shows the details of the research method, sampling method, research
instruments, and the research procedure.

Research Method

The researchers’ study uses a mix of both qualitative and quantitative methods. “Mixed
methods’ is a research approach whereby researchers collect and analyse both quantitative and
qualitative data within the same study.” (Bowers et al., 2013) According to Bhandari (2020),
“Qualitative research involves collecting and analyzing non-numerical data to understand
concepts, opinions, or experiences. It can be used to gather in-depth insights into a problem or
generate new ideas for research.” The proponents use this method to gain knowledge on
descriptive scenarios that students face at their home environment during distance learning. This
method aims to examine the quality of the selected students’ home environment and its
conduciveness as a workplace, determining the possible impacts of the home environment in the
academic performance of students. This method will obtain a narrative data based on the
accounts given by the respondents.

While “Quantitative research is the process of collecting and analyzing numerical data. It
can be used to find patterns and averages, make predictions, test causal relationships, and
generalize results to wider populations.” (Bhandari, 2020). It gives efficiency, precision, and
consistency for the proponents to analyze and interpret data from different respondents. It helps
measure the majority of the respondents' condition in their homes, as well as determining the
likelihood of their excellent or poor performance in distance learning.

Sampling Method

“The method of simple random sampling is used to develop the sample of the research
under discussion. This method is the most popular way of selecting a sample because it creates
samples that are very highly representative of the population." (StatPac, 2017, Survey Sampling
Method)
 The researchers selected the Grade 8 students to discover how the students’ diverse home
environments can impact their performance in the distance learning of St. Mary’s Academy of
Sta. Ana, Manila. The researchers decided to survey and interview both honor and non-honor
students to recognize the situations of their home environment and how it affects their learning
and performance based on their current academic performance in distance learning.

In the method of this research, the sample population is from the Grade 8 honor and non-
honor students of St. Mary's Academy of Sta. Ana.

Below is a table of the sections from Grade 8 students to be surveyed and interviewed:

Profiling 1.1

Grade Level & Section Number of Honor Number of Non-Honor

Student participants Student participants

8- Mary Mother of our Divine 20 20

Providence

8- Mary Mother of our Divine Hope 20 20

Profiling 1.2

Grade 8 Students Students to be surveyed per Students to be interviewed per section

section

Honor 30 10

Non-Honor 30 10

Profiling 1.3
 Providence (per group) Total Hope (per group) Total

Non-honor Honor Non-honor Honor

Survey 8 7 15 8 7 15

Interview 2 3 5 2 3 5

The respondents are twenty (20) honor and twenty (20) non-honor students in the two (2)
sections of Grade 8 students in St. Mary’s Academy of Sta. Ana, Manila. The following sections
are: Mary, Mother of Divine Providence, and Mary, Mother of Divine Hope. The total
population of Mary, Mother of Divine Providence has fifty (50) students while Mary, Mother of
Divine Hope also has fifty (50) students. The researchers selected forty (40) students from each
section wherein overall, there are thirty (30) honor and non-honor students to be surveyed and
ten (10) honor and non-honor students to be interviewed. In their respective group, fifteen (15)
students comprising eight (8) non-honor and seven (7) honor students are to be surveyed; while
two (2) non-honor and three (3) honor students, a total of five (5) will be interviewed. To sum it
up, there are eighty (80) respondents for the mixed method of this research.

Instrumentation

The instrumentations that this research will use are: (1) survey questionnaire, (2)
interview and (3) observation.

The researchers will use structured survey questionnaires containing both open- and
close-ended questions to obtain precise and detailed responses from the respondents. Semi-
structured interviews will be conducted to provide an in-depth understanding of the students’
experiences in learning at home during online blended learning. The questionnaires for interview
will be exploratory to collect supplementary information that may support the findings of this
research. These questionnaires will focus on the qualitative aspects of how the home
environment can give impacts on the performance of the students during distance learning.

The survey questionnaires will be answered through online Google Forms due to physical
gatherings being restricted by the pandemic. The proponents will also provide a letter for the
parents, ahead of time before providing the survey if they will allow their child to participate.
Furthermore, the researchers will interview some of the respondents through online Google Meet
to further understand the student’s feedback, while observing the verbal and non-verbal cues that
students are behaving in their homes. The researchers will also observe any barriers present from
the home during the interview. The proponents can ask follow up questions from the interview to
gain further information from the respondents. With this, the data collected will not be limited to
written responses from the survey but will also be open for other interpretations based on direct
replies and behaviors of the respondents via online interview in their homes. Through these
instrumentations, the researchers will be able to analyze the students’ responses and determine
the outcome of this research.

Procedure

The proponents will use survey questionnaires and interview questionnaires to be

answered through online means. The researchers selected these procedures to obtain various
answers from the respondents, providing a better scope and interpretation on the different home
environments that students have, affecting their performance at school. The researchers ensure
that the survey and interview questionnaires issued have acquired the approval of the research
adviser. The proponents will also distribute consent forms for the parents through Google Forms
that will be relayed directly through their email address obtained from the child.

The researchers selected the populace of Grade 8 students from St. Mary’s Academy of
Sta. Ana Manila as the respondents. The data gathered from these students will be beneficial in
attaining the objectives of this research. The Grade 8 students are divided into two (2) sections,
with the respondents being twenty (20) honor and twenty (20) non-honor students from each
section. Before proceeding to collect data, the researchers will distribute a parent’s consent form
through Google Forms to inform that their child is selected as a respondent and will be providing
data for the research. If parents do not allow their child to be the respondents of the research, the
proponents will select another Grade 8 student as a new respondent. Since physical interactions
are not allowed, the researchers will interview three (3) honor and two (2) non-honor students
per group through a scheduled online meeting in Google Meet. The proponents will observe the
verbal and non-verbal communication strategies that students may execute during the interview,
subsequently inspecting the home environment for any barriers that may possibly interfere
during an actual online class.

The survey questionnaires will be answered by the remaining seven (7) honor and eight
(8) non-honor students from their respective group. It will be distributed during the asynchronous
time of their English subject with consent from their respective English teacher. The submission
of survey forms will also be due on the same day. With this, the researchers will be able to
analyze and interpret the data gathered from the fixed respondents of Grade 8 Students from St.
Mary’s Academy of Sta. Ana Manila.
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