BACHELOR OF SCIENCE IN HOSPITALITY MANAGEMENT

BSHM Res. No____

MAY 2022
 THE IMPACT OF HOME ENVIRONMENT ON THE ACADEMIC
PERFORMANCE OF BSHM STUDENTS IN SKSU
TACURONG CAMPUS

TRISHA DANIELLE I. OCOL

SUBMITTED TO THE FACULTY OF THE BUSINESS ADMINISTRATION AND

HOSPITALITY MANAGEMENT, SULTAN KUDARAT STATE
UNIVERSITYIN PARTIAL FULFILLMENT OF
THE REQUIREMENTS FOR THE
DEGREE OF

BACHELOR OF SCIENCE IN HOSPITALITY MANAGEMENT

MAY 2022
 CHAPTER I
INTRODUCTION

Background of the study

The home environment is a significant part of students' academic

performance (Egunsola, 2014). All nations and institutions have focused their

emphasis on improving a favorable home environment for students' academic

performances (King, 2013; Laddunuri, 2012; Kapinga, 2012; Komba, Hizza, and

Jonathan, 2013; Obeta, 2014; Zhang, 2011; Eccles, 2013, Farooq, 2011,

Egunsola, 2014). Learning is the relationship between a learner and their

surroundings; if the atmosphere is conducive to learning, the learner finds it

easier to concentrate on their studies. According to research from industrialized

countries, several factors influence students' learning performance in secondary

schools.

The supportive relationship between students and teachers,

socioeconomic standing, parents' level of education, and teachers' expectations

are some of these causes (Obeta, 2014; Zhang, 2011; Eccles, 2013; Farooq,

2011, Egunsola, 2014). It is unnecessary to point out that industrialized countries

have better access to quality education resulting in a steady income and good

teaching and learning conditions (Zhang, 2011). For example, studies in India

show that good parental economic conditions correlate to strong parent-child

connections and improve children's school learning (Joshi, 2018). However, it is

critical to recognize that living in industrialized countries is not general. Some

students struggle academically due to a low-income family environment that

directly impacts their learning (Obeta, 2014).

Eccles (2013), for example, did a study in German and discovered that

children of low-income families performed poorly due to their home environment.

Nonetheless, it is unreasonable to imply that children from low-income or under-

resourced homes always perform poorly in school. There is sufficient evidence

that students from low-income households attend higher education institutions,

as opposed to children from wealthy families attending the same schools

(Farooq, 2011). As a result, a study is essential to determine the factors that

affect students' academic achievement at home.

Statement of the Problem

The study generally to determine the impact of the home environment on

the academic performance of Sultan Kudarat State University – Tacurong

Campus.

Specifically, this study sought to answer the following questions:

1. What is the socio-demographic profile of the respondents in terms of:

1.1 Age;

1.2 Gender; and

1.3 Year level?

2. What is the level of home environment of students in SKSU Tacurong

Campus in terms of:

2.1Family involvement;

2.2 Parent’s economic status; and

2.3 Parenting styles?

3. What is the academic performance of students in terms of their general

weighted average?

4. What is the influence of home environment on the academic performance

of students in SKSU Tacurong Campus?

5. Is there a significant difference between socio-demographic profile as to

the home environment and academic performance of BSHM students in

SKSU-Tacurong Campus?
 Conceptual Framework

In writing this proposal, the researcher conceptualized the Independent,

Dependent and variables as shown in Figure 1.1

Independent Variable Dependent Variable

Home Environment

Parent’s Economic Status

Academic
Performance
Family involvement

Parenting style

Intervening Variable

Socio-Demographic Profile

Gender

Age

Year level

Figure 1. The Conceptual Framework of the study

The relationships between the Independent and Dependent variables are shown

in figure 1. According to the framework, it's hypothesized that the independent

variables of the study—socio-demographic factors, home environment, parents'

economic status, family engagement, and parenting style—have an impact on

the dependent variable (academic performance).

Hypotheses

1) The following null hypothesis will be tested at 0.05 level of significance.

2) There is no significant difference between socio-demographics as to the

Home environment and Academic performance of BSHM students.

Significance of the study

To the Parents, this study will serve as awareness and educate the

parents on what their children are learning. With this, they are more likely to

participate when they are asked by teachers to be involved in their child's

learning activities at home. Thus, it will encourage parents to increase their

interaction and discussion with their children and be more responsive and

sensitive to their child's social, emotional, and intellectual developmental needs.

To the Students, this study will serve as evidence that supportive home

environment enhance child's confidence in his/herself, enable them to be

sociable. This confidence helps students in developing their adjustment

capabilities in different environments which positively influences students'

educational performances. With this, it can spread the responsiveness about the

growing problems occurring in home environment that affects a students’

academic performance. Thus, it will encourage the students to have positive

attitudes to learning, to be curious, and to have confidence in them.

To the Institution, this study will provide important information in

identifying the home environment factors assessed by the respondents as

causing their academic performance. By this, the Institution can determine the
factors that caused academic performance, which can contribute to recognizing

the impact of the home environment on the academic performance of students.

Thus, this study will be the basis for improvement to the existing collection of

knowledge regarding the home environment and academic performance in

higher education.

Scope and Limitations of the study

This study will focus on the impact of home environment on the academic

performance of BSHM students in Sultan Kudarat State University—Tacurong

campus.

The study will involve 100 students aged 18 to 26. The goal is to conduct

a survey that will provide answers and reasons for how the home environment

affects the academic performance of BSHM students at Sultan Kudarat State

University-Tacurong campus enrolled in the first semester of the academic year

2021-2022.

Definition of terms

The following terms are defined operationally to facilitate better

understanding of the research.

Academic Performance It is the end result of the efforts exerted

by the students. It represents outcomes

that indicate the extent to which a

person has accomplished specific goals.

Family Involvement the participation of parents in regular,

two-way, meaningful communication

involving student academic learning and

other school activities

Home environment is designed to measure the psycho

social climate of homes. In this score

used to measure their home

environment using the test, that scores

is the representative of the home-

environment of the intermediate

students.

Parents’ economic status defined as a person’s overall social

position to which attainments in both the

social and economic domain contribute

Parenting style is the type and amount of action taken

that lead to development of a child

through discipline, support and

encouragement and being a role-model.

 Chapter II
REVIEW OF RELATED LITERATURE

This chapter presents related literature that is relevant to the present and

gives valuable insights about the topic of research.

Age Differences on the Academic Performance of Students

Age and academic performance have been studied, with slightly

conflicting results (Mendez, Kim, Ferron, & Woods, 2015). It might be because

academic success is affected by other things besides age. Additionally, rather

than examining the overall effects, most studies on this subject concentrated on

a particular area, such as attention, literacy, or mathematics. However, research

suggests that older kids in classrooms perform better academically (Sakic,

Burusic, & Babarovic, 2013; Horstschräer & Muehler, 2014). While some

researchers discovered advantages in the long run (Hurwitz, Smith, & Howell,

2015), others noted advantages in the short-term term (lower grades) (Bernardi,

2014).

Early on, differences in chronological ages are evident. Cutoff birthdays

determine a student's eligibility when they enroll in kindergarten for the first time.

It's a typical practice in the US and many other nations (Yesil Dagli & Jones,

2012; Horstschräer & Muehler, 2014), and it creates a range of ages and

maturity levels within each class (Bedard & Dhuey, 2006). Students' academic

performance frequently reflects these inequalities, particularly in core subjects

like reading and mathematics. Younger students in the same class scored worse
on literacy assessments than older students; according to Huang and Invernizzi

(2012), these inequalities persisted until the second grade but much less

pronouncedly.

Yesil Dagli and Jones (2012) reported that "Delayed enrolled children had

higher mathematics skills than did on-time enrolled children, in their article on the

effects of early and delayed enrolment in school, which involved some children

being younger and older than average (p. 3071). It shows that underachievers in

mathematics are more likely to be pupils who are younger than the typical

student in their grade. Additionally, it suggests that older kids may have an edge.

Although this study did find a few demographic-related exceptions, the overall

students remained covered by the abovementioned finding.

According to one study, children in a class are assessed once they reach

a specific age in months. The findings demonstrated that children in that grade

performed differently depending on the month they were born. In other words,

when kids in the same grade level were tested simultaneously at different ages in

months, the younger students performed worse than the others, and the

inequalities were minimal (Crawford, Dearden, & Greaves, 2014). These results

are essential because they highlight the potential effects of even little age

differences on academic performance.

It has been claimed that differences in maturity and developmental status

among the students in the same classroom may cause this effect.   They

concluded that younger kids do not perform as well after looking at data from 19
countries. Additionally, Sakic, Burusic, and Babarovic (2013) state that

"Differences in brain maturation can be associated with differences in functions

required for good performance in school" and "Students who are older when they

enter school, do considerably better, at least in the early primary" (p. 658). They,

therefore, blame maturity for the effects of age differences.

There is a less definitive aspect to this subject as well. One study found

that some older kids underperformed their younger counterparts and that pupils

who start school later perform similarly to those in the average age range for the

grade (Mendez, Kim, Ferron, & Woods, 2015). In other studies, being older in

grade benefits students from higher socioeconomic backgrounds (Suziedelyte &

Zhu, 2015). Overall, though, there has been enough discussion on how age

affects academic performance to justify more study.

Academic Performance

Academic performance is the outcome gained by students as a

measurement of progress while studying at an institution. Academic performance

can indicate a school's educational process' success or failure, particularly at the

university level. Even with the present industrial revolution 4.0, academic

achievement requires in today's advanced economies, and academic

performance has significant implications (Felipe, Hernández, Cascallar, & Kyndt,

2019; Poropat, 2009).

Organizational competencies that facilitate efficient knowledge production

and transfer are the main building blocks of an organization's competitive

advantage (Argote & Ingram, 2000; Aslam et al., 2013; Dyer & Hatch, 2006;

Matusik & Hill, 1998). Organizations that concentrate on individual needs and

their abilities to succeed. To maximize organizational performance, select the

best human resources and ensure they are qualified for their positions. According

to Agbim et al. (2014), Bahar & Körolu 2020, Jyoti & Rani 2015, and Robotham &

Jubb (2004), competence is a term used to measure performance and focuses

on human resources. The proficiency of students is one indicator of academic

success.

Poor academic performance, according to Aremu and Sokan (Osonwa,

Adejobi, Iyam, & Osunwa, 2013), is defined as a performance that is perceived

by the examinee/testee and others to be below an expected standard. Prior

literature has shown that learning outcomes (academic achievement and

academic performance) are determined by such variables as family, schools,

society, and motivation factors (Eweniyi in Udida, Ukwayi, & Ogodo, 2012).

(Osonwa, Adejobi, Iyam, & Osunwa, 2013) also, believe that different factors can

influence a child's academic performance. Internal elements (intelligence, health,

motivation, anxiety, etc.) and the child's environment are examples of such

factors (availability of suitable learning environment, adequacy of educational

infrastructures like textbooks and well-equipped laboratories).

Student role performance factors, school factors, and family variables are

all essential aspects that are associated with academic performance. Student

role performance refers to how successfully a person performs in the role of a

student in a classroom context. School effort and extracurricular activities have

been found to have an impact on student role performance and test results

(Ghazi, Nawaz, Shatzad, Shahzada, & Rukhar,2013).

Family Involvement

Parents can interact and assist their children to flourish academically in

many ways. According to research, parental influences on children's education

can take several forms in the home environment. Monitoring and assisting with

schoolwork (McNeal, 2014), as well as dialogues in which parents instill the

"habits of a positive attitude toward information, effective communication skills,

and favorable behaviors toward others," are some of the best examples of how

parents may help (Arthur, Grainger, & Wray 2006). This type of parental

education has a good association with students' academic progress and is also

consistent with what schools demand from parents (Lee & Bowen, 2006;

Sujarwo, Kusumawardani, Prasetyo, & Herwin, 2021).

In Kosova, the subject of family involvement is delayed entering national

educational systems and receives little attention. Parental involvement, for

example, is only mentioned in the context of awareness in MEST's (2016b)

Quality Insurance in Primary and Secondary Education in Kosovo for the period

2016–2020, where parental involvement is considered a requirement for the

advancement of educational programs. Parental involvement is one of the

objectives in administering the education system in the 5-year strategic plan

2017–2021 report, where parents are enabled to have a huge role in school

decision-making processes. Parent–school collaboration is emphasized in the

same study through the usage of parent councils and parent information (MEST,

2016a).

In actuality, parental involvement in Kosovar education is still limited, and

more research is needed to improve the beneficial effects of parents on their

children's academic progress while reducing the negative ones (Cooper, 2007).

This cross-sectional study focuses on specific aspects of parent involvement and

aims to collect preliminary data for future research on this significant aspect of

children's academic success, with the hope that the findings will help Kosovar

education by addressing the challenges of its 5-year strategic plan in 2017–2021,

allowing policymaking based on research findings rather than individual

assumptions (MEST, 2016a). We focused on the fourth form of engagement,

'Learning at home,' which includes helping with homework and other interactive

activities such as monitoring and guiding, According to Epstein, Sanders, Simon,

Salinas, Jansorn, & Van Voorhis's (2002) paradigm of overlapping spheres of

influence. This is a distinct type of parental involvement from other types, such as

collaborations with schools or other parents (McNeal, 2014). Parent-child

dialogues, according to research, are the most successful parent involvement in

their children's school matters. These are discussions about the value of

education, active monitoring of children's activities at home, and ensuring that

homework and other school assignments are completed and delivered on time

(McNeal, 2014).

Gender
Home Environment

The interaction between parents and teachers takes center stage in the

home environment and student achievement. According to research, the

interaction between parents and teachers influences pupils' learning outcomes.

Zhang (2011) found that supportive relationships between teachers and students

have benefited students' academic performance and school perseverance in a

study conducted in China. The research discovered a strong link between pupils'

learning achievement and socioeconomic level. Furthermore, the study identified

that teachers' early expectations of students' future school achievement are

significant determinants of students' later school perseverance.

Joshi (2018) found that a student's academic development determines by

their family environment in India. Further research found that an unhealthy home

environment reduces students' chances of academic success. Academic

achievement is positively related to a student's family environment. The study

also found that increasing parental involvement in school activities led to higher

student educational accomplishments. It also found that parental encouragement

has high relation to student academic performance. As a result, a positive home

environment helps students succeed in school.

Furthermore, a study by Eccles (2013) in Germany found that many kids

who grew up in disadvantaged families or had behavioral issues or intellectual

disabilities throughout their elementary school years ended up being

astonishingly strong results in having positive relationships with school staff and
peers. As a result, the study's arguments are worth noting and investigating in

today's educational context for any necessary intervention.

Similarly, Srinivasan (2015) found a relationship between a positive home

environment and academic achievement in mathematics in India. Furthermore,

the study found that a positive student home environment was influenced better

performance, not only in mathematics but in all areas of academic attainment.

Because this is the case in industrialized countries, the researcher drove to

examine whether the Tanzanian home environment had an equal impact on

pupils' learning outcomes.

Rani (2015) performed another study in India called "Home Environment

Academic Achievement and Teaching Aptitude on Training Success of Pre-

Service Elementary Teachers." This study proved the importance of the

relationship between family environment and learning achievement. Muola

(2010) also stated that student achievement is dependent on a favorable

surroundings. Parental encouragement affects academic achievement.

According to the reviewed literature, a student's learning can benefit from

a supportive family environment and ability at school. As a result, this research

focused on the influence of family traits, home geography, and home learning

facilities on kids' learning accomplishments.

Parent’s economic status

According to Ushie, Owolabi, and Emeka (2012), family type, size,

socioeconomic status, and educational background all have an impact on their

children's academic success and social inclusion. According to Udida, Ukway,

and Ogodo (2012), family traits are a huge factor in the variance in students'

academic performance. They emphasized that parents' socioeconomic status

impacts their children's academic success since high-income parents can

assume more responsibility for their children's education than parents with limited

incomes. According to Unity, Osagioba, and Edith (2013), a child's development

is affected by their family's financial situation. They emphasized how these kids

suffer difficulties that affect their academic achievement.

Parenting styles

Parenting styles affect children's growth, cultural adaptability, and

behavior shaping. Many studies have shown that the way you raise your children

influences their growth. Parenting styles are defined as how primary caregivers

engage with their children. These childrearing habits create the emotional setting

in which the parent's action conveys. Two independent dimensions describe the

connection between demanding and responsive parenting styles. As a result,

demanding refers to how much control and supervision parents exercise over

their children. The degree to which parents exhibit emotional warmth,

acceptance, and support to their children refer as responsiveness. There are four

forms of parenting: authoritative (both demanding and reactive), authoritarian

(demanding but unresponsive), permissive (sensitive but not demanding), and

negligent (both ambitious and reactive) parenting (neither demanding nor

responsive). There are four different parenting styles. Each form of parenting is

determined to have a different impact on a child's personality development and

academic success (Besharat, Azizi, & Poursharifi (2011); Montoya-Castilla,

Prado-Gascó, Villanueva-Badenes, & González-Barrón, (2016); Sarwar, 2016).

Parents are especially significant throughout the initial years of life,

considered the developmental period. From infancy, parents are responsible for

directing their children toward their needs. How parents care for and raise their

children leaves an indelible impression on their lives. In this regard, parents'

sensitivity to their children's integration into the family and societal system

assures the potential outcomes for children (Bornstein & Bornstein, 2014).

Researchers wonder if parenting practices may be applied to online media

as the Internet becomes more frequently used in households with children.

Digital media presents opportunities and obstacles (Mascheroni, Ponte, & Jorge,

(2018). Cyberbullying is one of the most extreme online threats parents should

be aware of in their children's digital lives. Digitally proficient parents can educate

their children about cyberbullying and intervene if it occurs (Karakuş Ylmaz,

2020).

A 21st-century understanding of parenting is required to comprehend the

nature of today's childhood. Changes in the world over the previous half-century

have led to changes in parents' expectations and experiences, especially in

parenting children. Although traditional parenting strategies can still suit the

demands of today's parents, social changes have made the development of

contemporary parenting approaches a necessity. Parents, caregivers, and other

adults have a prime role in children's lives, daily experiences, and social,
emotional, cognitive, and academic development. Parenting has a significant

impact on the health and well-being of children (Ulferts, 2020).

A general observation from reviewed literature revealed that, the home

environment may influence student’s learning achievement at school. There are

factors that may negatively influence the home environment meanwhile others

positively influence home environment on student’s learning achievement.

Henceforth, this study was in line on exploring the influence of family, home

geographical location and home learning facilities on students’ learning

achievement.
 Chapter III
METHODOLOGY

This chapter describes the methods that will be used in the study. They

include the research design, respondents of the study, research instrument, data

collection procedure, and data analysis techniques.

Research Design

This study is quantitative research, meaning that it will convey its findings

numerically by gathering quantifiable data and using statistical, mathematical, or

computational tools to collect data from students using sampling techniques and

the distribution of questionnaires. Through analysis of a specific sample, the

researcher will use the survey design to quantitatively explain some of the

behavior, trends, and attitudes of a population (Cresweel, 2018: 208).

Respondents of the Study

A total of one hundred (100) respondents were considered as part of the

study aged 18 to 26. Its goal is to conduct a survey that will provide answers and

experiences for how the home environment affects the academic performance of

BSHM students at Sultan Kudarat State University-Tacurong campus enrolled in

the first semester of the academic year 2021-2022.

Data Gathering Instrument

The instruments the researcher will be using are questionnaire checklists

to gather the needed data. This study will use frequency and percentage in the

demographic profile and 5 points Likert scale to determine the level of influence

of the home environment and the academic performance of BSHM students.

Rating Mean range Interpretation

5 1.00-1.25 Very high

4 1.50-1.75 High

3 2.00-2.25 Moderate

2 2.50-2.75 Low

1 3.00-5.00 Very low

Data Gathering Procedures

The researcher will send a formal letter to the Campus Director, formally

authorized by their research adviser, requesting permission to survey the

selected students from different courses and departments at SKSU—Tacurong

City Campus. After the approval, the researcher will begin the surveying within

the specified area, and survey questionnaires will be given to the study's

respondents.
Statistical tool

The tools used will be the Frequency and Percentage distribution to

summarize the demographic profile of the respondents.

The mean and standard deviation will be employed to determine the level

of home environment of students.

The hypotheses will be analyzed using Multiple Regressions.

The researcher will be using Linear Regression to sort and tabulate the

data after they have collected it. Linear Regression analysis allows

understanding the strength of relationships between variables.

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