Impact of Home Environment on

Online Academic Performance of

Senior High School Students
Group 2 - Gold
INTRODUCTION
Rationale
 Theoretical Framework
Complex Environment
Sociotechnical System
Structure Physical System
(Organisation) (Hardware, Software, Facilities)

People Task
(Cognitive And Social) (Work)
Social System Technical System
 Statement of the problem

Academic Perfomance

Home Environment
condition
 Significance of the study

Students Parents Teachers

Future
DepED Researchers
Researchers
 Research Design

quantitative non-experimental correlational

research
 TabLes

Table 1
Respondents’ Home Environment Condition: Ventilation

the respondents' home environment

in online learning in terms of
ventilation is good.
 TabLes

Table 2
Academic Performance of the Respondents: Lighting

the respondents’ home environment

in online learning in terms of

lighting is good.
 TabLes

Table 3
Respondents’ Home Environment Condition: Space

the respondents’ home environment

in online learning in terms of

space is good.
 TabLes
Table 4
Respondents’ Home Environment Condition: Distractions

the respondents’ home environment

In online learning in terms of

distractions is good.
 TabLes
Table 5
Respondents’ Home environment

condition in terms of

internet connection

the respondents’ home environment

in online learning in terms of

internet connection is poor.

 TabLes

Table 6
R espondents’ Home Environment Condition: Device

the respondents’ home environment

in online learning in terms of

devices is poor.
 TabLes
Table 7
Composite Table for Home Environment in Online Learning

the respondents home environment

in online learning is good.
 TabLes
Table 8
Respondents’ Academic Performance

the students have GWAs

ranging from 90 to 94.99.
 TabLes

Table 9
Relationship between Home Environment and General Weighted
Mean

this means ventilation, lighting, space,

internet connection, and device do not affect
the GWA of the students. There is a weak
correlation between distraction and the general
weighted average. The higher the distractions
are, the lower the GWA students will get.
There is a moderately significant relationship
between distraction and GWA. Respondents
who are less distracted are the ones who get a
higher General Weighted Average.
Conclusion
Future directions