Conceptual Framework:

This study revolves around two variables, one is the home environment of a student, and
two is their academic performance.

"Home environment" is not an abstract concept. It is the combination of physical and

psychological environment. First one includes rooms, basic facilities such as water, shelter,
clothes, food and other physical needs of the individuals, while the psychological environment of
home includes the mutual interactions of family members, respect, say in family matters and
such other things. Both the aspect has a direct and significant influence on the overall
development of students (Mukama, 2010, Muola, 2010). There are certain influential factors
which influence home environment. It includes nature of family, authority (head of family),
educational status of parents, attitude of parents towards children and financial position of the
family; all these factors are significant for home environment (Codjoe, 2007; Mukama, 2010;
Muola, 2010).

The academic performance involves factors such as the intellectual level, personality,
motivation, skills, interests, study habits, self-esteem or the teacher-student relationship. When a
gap between the academic performance and the student’s expected performance occurs, it refers
to a diverging performance. An unsatisfactory academic performance is the one that is below the
expected performance. Sometimes it can be related to teaching methods. (Marti, 2003, p. 376).

Motivation is a complex part of

human
psychology and behavior that
influences how
individuals choose to invest their time,
how much
energy they exert in any given task,
how they
think and feel about the task, and how
long they
persist in the task (Bakar, [1]). Bakar
added that
motivation reflects in students’ choices
of
learning tasks, the time and effort they
devote to
them, their persistence on learning tasks,
and in
coping with the obstacles they
encounter in the
learning process. According to
Luthans [2],
motivation is a process which starts
with
physiological or psychological deficiency
or need
that activates a behavior or drive which
is aimed
at a goal or incentives. This is why
motivation is
refer to as “the reasons underlying
behavior
Motivation is a complex part of
human
psychology and behavior that
influences how
individuals choose to invest their time,
how much
energy they exert in any given task,
how they
think and feel about the task, and how
long they
persist in the task (Bakar, [1]). Bakar
added that
motivation reflects in students’ choices
of
learning tasks, the time and effort they
devote to
them, their persistence on learning tasks,
and in
coping with the obstacles they
encounter in the
learning process. According to
Luthans [2],
motivation is a process which starts
with
physiological or psychological deficiency
or need
that activates a behavior or drive which
is aimed
at a goal or incentives. This is why
motivation is
refer to as “the reasons underlying
behavior
Motivation is a complex part of
human
psychology and behavior that
influences how
individuals choose to invest their time,
how much
energy they exert in any given task,
how they
think and feel about the task, and how
long they
persist in the task (Bakar, [1]). Bakar
added that
motivation reflects in students’ choices
of
learning tasks, the time and effort they
devote to
them, their persistence on learning tasks,
and in
coping with the obstacles they
encounter in the
learning process. According to
Luthans [2],
motivation is a process which starts
with
physiological or psychological deficiency
or need
that activates a behavior or drive which
is aimed
at a goal or incentives. This is why
motivation is
refer to as “the reasons underlying
behavior
Motivation is a complex part of
human
psychology and behavior that
influences how
individuals choose to invest their time,
how much
energy they exert in any given task,
how they
think and feel about the task, and how
long they
persist in the task (Bakar, [1]). Bakar
added that
motivation reflects in students’ choices
of
learning tasks, the time and effort they
devote to
them, their persistence on learning tasks,
and in
coping with the obstacles they
encounter in the
learning process. According to
Luthans [2],
motivation is a process which starts
with
physiological or psychological deficiency
or need
that activates a behavior or drive which
is aimed
at a goal or incentives. This is why
motivation is
refer to as “the reasons underlying
behavior”
 Motivation is a complex part of human psychology and behavior that influences how
individuals choose to invest their time, how much energy they exert in any given task, how
they think and feel about the task, and how long they persist in the task (Bakar, [1]). Bakar
added that motivation reflects in students’ choices of learning tasks, the time and effort they
devote to them, their persistence on learning tasks, and in coping with the obstacles they
encounter in the learning process. According to Luthans [2], motivation is a process which
starts with physiological or psychological deficiency or need that activates a behavior or drive
which is aimed at a goal or incentives. This is why motivation is refer to as “the reasons
underlying behavior”

Grading is important to study because of the centrality of grades in the educational experience of
all students. Grades are widely perceived to be what students “earn” for their achievement
(Brookhart, 1993, p. 139), and have pervasive influence on students and schooling (Pattison,
Grodsky, & Muller, 2013). Furthermore, grades predict important future educational
consequences, such as dropping out of school (Bowers, 2010a; Bowers & Sprott, 2012; Bowers,
Sprott, & Taff, 2013), applying and being admitted to college, and college success (Atkinson &
Geiser, 2009; Bowers, 2010a; Thorsen & Cliffordson, 2012). Grades are especially predictive of
academic success in more open admissions higher education institutions (Sawyer, 2013).

Independent Variables Dependent Variable

Motivation

for the business

Home environment Study Habits

customer

Grades
References used:

https://files.eric.ed.gov/fulltext/EJ1266643.pdf

https://files.eric.ed.gov/fulltext/EJ1135350.pdf

https://www.researchgate.net/publication/344199983_Motivation_in_Learning

https://journals.sagepub.com/stoken/default+domain/4qp2DTfaCQCHCrv2r5C7/full

This study is based on the theory of ecological systems theory by Urie

Bronfenbrenner.

Ecological Systems Theory: According to this theory, the

development of an individual is impacted by the complex
interaction of numerous environmental systems. You can consider
the following levels of influence in your research:

1. Microsystem - the student's immediate environment, including

their home setting (family dynamics, parental participation,
access to resources such as books and a quiet study space).

2. Mesosystems - the interactions and connections that exist

between distinct microsystems, such as the relationship between
the home and school environments (teacher expectations, homework
regulations).

3. Exosystem - the external surroundings, such as parents' work

schedules and social support networks can have an indirect impact
on the student's home environment and study habits.

Independent Dependent
Variables Variable

Home Comfortable Study Habits

c
environment environment

Resources

Sufficient time
Schedules