i

INFLUENCE OF HOME ENVIRONMENT ON LEARNERS’

ACADEMIC ACHIEVEMENTS

A
Dissertation
Presented to the
Graduate School
CEBU TECHNOLOGICAL UNIVERSITY
Main Campus, R. Palma St., Cebu City

In Partial Fulfillment
of the Requirements for
the Degree of
DOCTOR IN DEVELOPMENT EDUCATION

CHANEY A. GULFAN

November 2022
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APPROVAL SHEET

This Dissertation entitled, “INFLUENCE OF HOME ENVIRONMENT ON LEARNERS’

ACADEMIC ACHIEVEMENTS”, prepared and submitted by CHANEY A. GULFAN, in partial
fulfillment of the requirements for the degree of DOCTOR IN DEVELOPMENT EDUCATION
has been examined and is recommended for acceptance for Oral Examination.

DISSERTATION ADVISORY COMMITTEE

ROSEIN A. ANCHETA, JR., ASEAN PE, DM., Ph.D.

Chairman

REBECCA DC. MANALASTAS, Ed.D.Ph.D., DPA

Co-Chairman

LIBERATO A. LAURONILLA, Ed.D. PERLA N. TENERIFE, Ph.D., Ed.D.

Adviser Member/Censor

JOSEPH C. PEPITO, Ph. D REMEGIO M. BERGAMO JR., D.P.A.

Member Member/Statistician

RUFINO T. TUDLASAN, JR., Ph.D. MA. ANGELICA M. LAURONILLA, Ed.D.

Member Member
-------------------------------------------------------------------------------------------------------------------------------
PANEL OF EXAMINERS

ROSEIN A. ANCHETA, JR., ASEAN PE, D.M., Ph.D.

Chairman

REBECCA DC. MANALASTAS, Ed.D., Ph.D.

Co-Chairman

LIBERATO A. LAURONILLA, Ed.D. PERLA N. TENERIFE, Ph.D., Ed.D.

Adviser Member/Censor

JOSEPH C. PEPITO, Ph. D REMEGIO M. BERGAMO JR., D.P.A.

Member Member/Statistician

RUFINO T. TUDLASAN, JR., Ph.D. MA. ANGELICA M. LAURONILLA, Ed.D.

Member Member

ACCEPTED and APPROVED in partial fulfillment of the requirements for the degree
Doctor of Development Education major in Administration and Supervision.
Comprehensive Examination: ________________
Date of Oral Examination: ________________

REBECCA DC. MANALASTAS, Ed.D., Ph.D.

Dean, Graduate School
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ABSTRACT

INFLUENCE OF HOME ENVIRONMENT ON LEARNERS’

ACADEMIC ACHIEVEMENTS

Mr. Chaney A. Gulfan, DevEd

chaneygulfan@gmail.com
Cebu Technological University – Main Campus

This research assessed the home environment and its influence on the
level of academic achievement in English 4, Science 5, and Mathematics 6
(EnSciMa) among Key Stage 2 learners at Tayud Elementary School, Liloan
Central Elementary School and Yati Elementary School, Liloan, Cebu for
School Year 2022-2023 as basis for an enhancement plan on home
environment. Findings of this study reveal that the teacher-respondents belong
to the age group of 41-50 years old, female, married, obtained units in master’s
degree, have been linked with the institution for more than 6 years, have a
performance rating of very satisfactory, and have been into district and division
trainings, seminars, and workshops. In terms of the level of the level of
influence of home environment, the respondent-groups strongly agree that all
indicators - friendly home environment, home facilities, parents’ attention and
care, motivational behavior, and financial status – influence the level of
academic performance of the learners. In terms of the level of academic
achievement of the learners, most of them obtained a near mastery grade of
80-89 in all competencies of English, Science, and Mathematics. In terms of
testing relationship between the level of influence of home environment and the
level of academic achievement of learners, it gained a significant relationship
which means that the level of influence of home environment significantly
influence the level of academic achievement of the learners in English, Science,
and Mathematics. In terms of the challenges and barriers experienced by the
respondents in terms of influence of home environment in improving the
academic achievement of their learners, most of them believe that the poor
study habits and lack of interest of learners are their main concerns. Based on
the salient findings of the study, it can be concluded that the level of influence of
home environment and the level of academic achievement of learners resulted
into rejection of the null hypothesis which means that it gained a significant
relationship. This means further that the level of influence of home environment
significantly influence the level of academic achievement of the learners in
English, Science, and Mathematics.

Key Words: Academic Achievement, Challenges and Barriers, Enhancement

Plan on Home Environment, Home Environment, Home Facilities,
Tayud, Liloan, Cebu, Philippines

.
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ACKNOWLEDGEMENT

The researcher wants to express her great gratitude to the following persons who

made this dissertation a possible one and for their assistance in making this study a

success.

To the Chairman, Dr. Rosein A. Ancheta Jr., for his outstanding leadership in

management and untiring support to the Graduate School.

To Dr. Rebecca DC. Manalastas, Dean of Graduate School for the challenge to

make this study a success.

To LIBERATO A. LAURONILLA, my dissertation adviser, for his loving support

and untiring guidance in all stages of this study and for encouraging me to complete

during the preparation and finalization of this work.

To the Department of Education and Tayud Elementary School, Liloan

Central School and Yati Elementary School, and the Teaching Force for their

valuable support and assistance in gathering data from the respondents.

To the respondents, the two hundred parents, teachers, and learners of Tayud

Elementary School, Liloan Central School and Yati Elementary School of Liloan District

gave their precious time to answering the questionnaire and allowing me to distribute it

to them for pursuing this task.

To my dear family, who have provided me with their financial assistance, trust,

and understanding.

To our HEAVENLY FATHER, I wholeheartedly acknowledge His sustaining

graces that finally made this academic endeavor a complete one.

THE RESEARCHER
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DEDICATION

The researcher wholeheartedly

dedicated this work to my

ADVISER

who exemplifies the teachings of

hard work and determination

To my

BELOVED FAMILY AND FRIENDS

who generously shared their moral and financial support

To the

TAYUD ELEMENTARY SCHOOL, LILOAN CENTRAL SCHOOL AND YATI

ELEMENTARY SCHOOL OF LILOAN DISTRICT

for unequivocal responses and great assistance

To our

HEAVENLY FATHER,

His guiding and enlightening spirit,

to this end, I sincerely and lovingly

dedicate this worthwhile study.

THE RESEARCHER
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TABLE OF CONTENTS

TITLE PAGE . . . . . . . . i

APPROVAL SHEET . . . . . . . ii

TABLE OF CONTENTS . . . . . . . iii

LIST OF TABLES . . . . . . . v

LIST OF FIGURES . . . . . . . vi

CHAPTER 1 THE PROBLEM AND ITS RESEARCH DESIGN

INTRODUCTION

Rationale of the Study . . . . . 1

Theoretical Background . . . . . 3

THE PROBLEM

Statement of the Problem . . . . . 13

Null Hypothesis . . . . . . 15

Significance of the Study . . . . . 15

RESEARCH METHODOLOGY

Design . . . . . . . 17

Flow of the Study . . . . . . 18

Environment . . . . . . . 19

Respondents . . . . . . . 21

Instrument . . . . . . . 22

Data Gathering Procedure . . . . . 22

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Statistical Treatment . . . . . 23

Scoring Procedures . . . . . . 24

DEFINITION OF TERMS . . . . . . . 25

CHAPTER 2 REVIEW OF RELATED LITERATURE AND STUDIES

Related Literature . . . . . . 27

Related Studies . . . . . .

34

CHAPTER 3 PRESENTATION, DATA ANALYSIS, AND

INTERPRETATION

Profile of the Respondents . . . . . 44

Level of Influence of Home Environment . . . 59

Level of Academic Achievement of Learners . . 72

Testing of Significant Relationships. . . . 78

Challenges and Barriers . . . . . 80

CHAPTER 4 SUMMARY, FINDINGS, CONCLUSION,

AND RECOMMENDATIONS

Summary . . . . . . . 82

Findings . . . . . . . 82

Conclusion . . . . . . . 84

Recommendations . . . . . . 84
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CHAPTER 5 OUTPUT OF THE STUDY

Rationale . . . . . . . 85

Objectives . . . . . . . 86

Scheme of Implementation . . . . 87

BIBLIOGRAPHY . . . . . . . . 90

APPENDICES . . . . . . . . 94

A. Letter of Transmittal . . . . . . 95

B. Questionnaire . . . . . . . 96

CURRICULUM VITAE . . . . . . . 105

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LIST OF TABLES

TABLES PAGE

1 Distribution of Respondents . . . . 21

2 Scoring Procedure . . . . . . 24
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LIST OF FIGURES

FIGURES PAGE

1 Theoretical – Conceptual Framework . . . 4

2 Research Flow of the Study. . . . . 18

3 Location Map of the Study . . . . . 20