1

CHAPTER I

THE PROBLEM AND ITS BACKGROUND

Background of the Study

The home environment is widely recognized as an important element influencing a student's

academic performance and accomplishment. According to Đurišić, M., and Bunijevac, M., students who do

well in school frequently come from families that promote a supportive and engaging learning environment

in their homes. On the other hand, students who struggle academically frequently come from homes where

parental support for educational aspirations is limited or where major gaps exist between what is taught at

home and what is covered in the school curriculum. As outlined by Movchan, S., the learning environment

encompasses the physical and psychological backdrop where education occurs, whether within classroom

walls or the comfort of home. This concept covers tangible components like educational materials and

technology, as well as the social dynamics involving educators and family members. Expanding on this

notion, another study highlights the significance of factors such as adequate lighting, a peaceful study area,

and access to educational resources. These elements wield substantial influence over the learning process,

making them vital for fostering successful educational experiences, both in traditional school settings and

within the domestic realm.

One of the causes of students facing difficulties in studying is the poor environment that they learn

in. As stated by Hendrix (2019) “Your study space plays a vital role in how effectively you learn and absorb

new information. Comfort, noise, lighting, and color can all affect your learning ability.”. Home

environments can be noisy, and crowded depending on the amount of people living in the home, and the

community they’re surrounded with, which can be distracting and dirty. Some parents have forgotten to take

note of their surroundings and disregard the fact that it might be a factor that hinders their child’s focus and

limits their learning ability. Due to this, the child may have grown accustomed to these conditions, like (1)

attending online classes in a messy area, (2) settling in a dark space to study, (3) and sticking to a noisy
 2

environment. A cluttered and untidy classroom is undoubtedly a distraction for students, hindering their

ability to concentrate (Impact of Cleanliness on Student Performance: Jack Laurie Cleaning Services, n.d.).

The cleanliness, noisiness, and crowdedness of their home environment can distract them and eventually

discourage them from their studies. Studies show that parents' educational level has the biggest and most

important impact on a young student's performance. Given that every child is born with different levels of

intelligence; however, a good productive environment accompanied by a proper learning facility will surely

help boost the intellectual capacity and academic capability of the child. However, it is a fact that there is a

great number of parents in the world who cannot provide basic needs, such as a proper learning area for

their children to study. With that said, this research aims to discover the relationship between the home

environment issues students face and its effect on academic performance.

This study aims to help school institutions, future students, and their parents, better understand the

needs and overcome the gaps that learners face which hinder them from unlocking their full potential.

Studies show that low SES seriously impairs kids' academic performance and pushes them towards lower

levels. As a result, parents are the most powerful influence in achieving their children's academic goals.

Students go to school to learn, but learning doesn’t stop there. It continues wherever they go, so, their parents

must provide them a home that has a space that encourages them to learn and expand their knowledge,

despite the parents’ financial limitations. Mayer, S. E. (2010) found that wealthy parents are more likely to

raise successful children than struggling parents; since investing in a child's education will provide greater

results, wealthier parents may afford to spend more than poor parents. The encouragement of students from

their environment can promote learning and boost his/her capabilities, while discouragement from their

environment only depresses the abilities of students. This research will (1) recall the past knowledge on this

issue and implement it, (2) analyze the frequency of home environment issues in the population of Filipino

Families, (3) define the situation and achieve an in-depth understanding of the topic, (4) classify the

generalization of results, (5) and recognize the facts about this study.
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Statement of the Problem

This study aims to examine the significance of the home environment on students’ educational

achievement.

Specifically, this seeks to answer the following:

1. How many learning areas are there at home?

2. How frequently do disturbances occur in a student’s home environment?

3. How often do neighbors cause a commotion in a day?

4. What are the STEM (Chemistry) average Periodical scores of the students?
 4

Reviews of Related Literature

Home environments are a significant factor regarding a student's academic performance. One

component in a home environment that can disrupt a student's learning at home is noise. Excessive noise

reduces the ability to hear lessons clearly and has a negative effect on a child's ability to learn (Classroom

Noise Pollution and Its Negative Effects | Knauf Insulation, n.d.). Children can work peacefully in a quiet

location at home, away from distractions and noise. The primary goal of having this quiet area is to support

kids in working quietly since it's during these times of silence that learned material is reinforced and new

information takes shape (Keep Calm and Study On Promoting Quiet Spaces around Schools and Homes,

2023). This doesn’t only apply to home environments but also to classrooms. Allowing students to sit

without distractions allows them to absorb content, remember it, and consider additional questions. They

can process their peers' feelings and ideas and consider the importance of other points of view (The Value

of Silence in Schools, n.d.).High background noise levels in the classroom can be detrimental to students'

performance because they may affect hearing and concentration. Another problem is the noise outside the

classroom. For instance, making too much noise in the hallways during exam time can disrupt regular

classroom instruction or distract those taking a test. (Classroom Noise | Control Noise in Schools, Colleges

& Universities, n.d.) .

In addition to this, the SES is another component of a student’s home environment. Higher-income

families are more likely to have access to educational resources such as books, educational toys, and learning

materials. Lower-income families may face challenges in providing such resources, which may have an

impact on a child's early learning environment. Children from low-income families are less likely to be

exposed to experiences that promote the development of fundamental reading acquisition skills such as

phonological awareness, vocabulary, and oral language (Buckingham, Wheldall, & Beaman-Wheldall,

2013). Children from low-income families enter high school with literacy skills that are five years behind

those of students from higher-income families (Reardon, Valentino, Kalogrides, Shores, & Greenberg,

2013). In 2014, the high school dropout rate among people aged 16-24 was higher in low-income families
 5

(11.6 percent) than in high-income families (2.8 percent; National Center for Education Statistics, 2014).

Low socioeconomic status and adversity have been linked to lower educational success (McLaughlin &

Sheridan, 2016). Career barriers are significantly higher for those from low-income families, people of

color, women, the disabled, and LGBTIQ-identified individuals (Blustein, 2013). Higher-income parents

may have more flexible work schedules, allowing them to participate more actively in their children's

education and extracurricular activities. Lower-income parents may face time constraints as a result of work

demands, which can impact parental involvement in their child's academic and social development. Parental

involvement at home and at school, such as parents reading to their children at home, encouraging and

supporting their children's learning, maintaining high aspirations and expectations for their children's

education and academic success, establishing communication, and discussing school issues with their

children, have all positively impacted children's academic achievement. SES influenced the relationship

between parental involvement and children's school success and acted as a moderator in this relationship.

Children from higher socioeconomic status families made better use of their parents' involvement due to

their parents' greater cultural capital. Nevertheless, the educational involvement that parents with lower

socioeconomic status can demonstrate is important in that it reduces the disadvantages that children from

poor and lower-educated families may encounter and the risk of academic failure. The impact of increased

parental involvement on poor and lower SES children was greater. And, these children made better use of

parental involvement and were able to boost their academic achievement to a certain extent. Nonetheless,

educational involvement by parents with lower socioeconomic status is important because it reduces the

disadvantages that children from poor and less educated families may face, as well as the risk of academic

failure. Increased parental involvement had a greater impact on poor and lower SES children, and these

children made better use of parental involvement and were able to boost their academic achievement to

some extent. Higher-income families frequently have more resources to invest in their children's education.

Access to books, educational materials, computers, and a quiet study space at home are all part of this.

Students from higher socioeconomic backgrounds may have more opportunities for tutoring, extracurricular

activities, and enrichment programs, which can improve their academic performance. Students who live in
 6

poverty are far more likely to be absent from school, which has an impact on their learning. Students with

higher educational levels and professional careers have stronger language skills than students with lower

educational levels because their parents speak to them more frequently and use a larger vocabulary, longer

sentences, direct and open-ended questions, questions that enhance higher-order thinking skills, and more

encouraging statements. The following are potential obstacles that students may face because of their

socioeconomic status: meeting their basic needs; having few educational resources (books, computers, etc.)

at home; having less access to enrichment (tutors, museums, etc.); having limited transportation options;

being homeless or transiency; having poor nutrition; receiving inadequate healthcare; having less help with

homework; delayed language development; being read to less frequently at home; having more

responsibilities (childcare, cooking meals, etc.) because parents work longer hours; and getting less

supervision at home. Due to this, students will struggle to do things like stay awake, focus, stay engaged,

attend class regularly, arrive on time, respond appropriately to authority figures, finish or turn in homework,

bring materials to class, communicate with other students, perform on grade level, stay in school, and

graduate. In a study, those who slept well compared to those who didn't used creative solutions twice as

frequently when faced with challenging math problems. Students who didn't get enough sleep had a one-

year or longer risk of failing their classes. People who sleep during the day are more likely to be involved

in car and workplace accidents. Sleep efficiency has been shown to be important for healing, cognitive

function, and memory integration. Students are especially vulnerable to sleep disturbances in this regard,

and the onset of the disorder among them has a detrimental impact on their academic performance in all

grades (Jalali et al., 2020).

Historically, environmental factors have been overlooked in discussions about their impact on

academic performance in secondary schools. The school environment, however, emerges as a crucial

domain that demands attention for the improvement of students' academic outcomes. As identified by

Farooq et al. (2019), various factors contribute to student underperformance in Nigeria. These influences

can be broadly classified into home, school, and peer-related factors. Mangle (2017) used a multi-
 7

dimensional perspective to analyze learning outcomes in a comprehensive study. According to the findings,

students' aptitude, interests, home environment, peer interactions, and the quality of learning materials all

have a significant impact on their learning experience.

Notably, studies by Parveen (2017), Codjoe (2017), and Muola (2017) all confirm that, of these

factors, the home environment has the greatest influence. Home is considered the first institution where a

child begins the learning journey, and is emphasized as a critical determinant of academic success. In this

context, the mother assumes the role of the first teacher, and familial members collectively act as peers,

shaping the initial learning experiences of the child. The term "home environment" encompasses both the

physical and psychological aspects of the surroundings where a student resides. Recognizing and

understanding the specific elements within the home environment that contribute to, or, hinder academic

achievement is crucial for devising targeted interventions and support systems for students in secondary

education.

The study looks into how home circumstances, with a particular focus on emotional support and

cognitive stimulation, affect the academic achievement of kids connected with Child Protective Services

(CPS). The goal is to ascertain whether higher levels of these attributes are associated with subsequent

academic performance. And, whether placement type—biological/adoptive parent care, kinship care, or

non-kinship foster care—influences this relationship. 1,206 children ages 2 to 7 who participated in the

National Survey of Child and Adolescent Well-Being are included in the study. The impact of placement

type on the link between Home Observation for Measurement of the Environment (HOME) scores and later

Woodcock-Johnson III Tests of Achievement (WJ-ACH) scores is examined through moderation analyses

as well as multivariate analyses.

As a result of the impact of household income as a variable, the results show that although there

were statistically significant connections between HOME scores and WJ-ACH scores in bivariate analyses,

these relationships became statistically insignificant in multivariate analyses. The WJ-ACH scores of

children in non-kinship foster care were higher for some subscales. However, the placement type did not

seem to modify the relationship between academic achievement and HOME scores. The result highlights
 8

that the relationship between home surroundings and academic achievement is probably influenced by

characteristics at the child and caregiver levels as well as by the availability of financial resources.

According to the study, in order to reduce the likelihood of adverse outcomes for caregivers of children

associated with CPS in the future, measures that offer training and support to them should be given top

priority.
 9

Significance of the Study

This research will provide a new vision for approaching student’s educational achievement through

the home environment.

Specifically, this research will benefit the following:

Students – This study will provide information to students regarding how to have a home environment that

provides material that is organized in a way where it can be easily assimilated into the student’s cognitive

model.

Educators – This study helps them know and understand how they can enhance the learning experience in

the classroom. To successfully give them a learning environment where they can learn without any

distractions and have a great effect on their academic achievements.

Future Administrators – Research on the significance of home environment on student groups equips

administrators with valuable insights for crafting policies and allocating resources effectively. These

findings enable administrators to develop targeted interventions addressing the diverse needs arising from

varied home environments. By integrating research outcomes into decision-making processes,

administrators contribute to fostering a supportive and inclusive educational environment, ultimately

enhancing overall student outcomes.

Students' Parents — This study can help parents better support and facilitate their children’s learning at

home by setting up an encouraging environment.

Future Researchers — The study's findings can be used to guide interventions, regulations, and

instructional strategies. It can be used to investigate particular aspects of the household setting that

encourage academic achievement, enabling focused assistance. As a result, develop techniques for creating

a supportive learning environment at home, to improve students’ overall educational outcomes.

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CHAPTER II
RESEARCH METHODOLOGY

Research Design

The survey method will be used in the study. The survey method is a kind of data collection where

people fill out arranged queries to provide information about themselves. Hard copies of the surveys will be

given to the respondents by the researchers so they may complete it. After that, the researchers will compile

the information by compiling the answers to the Surveys.

Research Environment

This study will be conducted at Southwestern University PHINMA. The school is located at Villa

Aznar Urgello St., Cebu City, Visayas, Philippines.

Research Respondent

This study involves fourth-year students in the JHS department of Southwestern University. The

respondents will provide us with the knowledge we need, based on their previous academic school year

experiences which involves their home environment as well.

Research Instrument

This study will utilize a research-made tool, a survey, to be validated and to be checked by the

Faculty of the Student of Education. The survey questions will be conducted face-to-face and will consist

of forty (40) questions.

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The data-gathering instrument will be structured with a scale ranging from 1-5. Where in (5)

Always, (4) Often, (3) Occasionally, (2) Rarely, and the last one is (1) Never. This legend will help the

researchers analyze the result of the data gathered.

Research Procedure

Gathering of Data

A letter was submitted to the Principal of the Junior High School through the subject

coordinator to request authorization to formally conduct the study. Additionally, the researcher-

made instrument must be submitted side by side for validation and verification to a knowledgeable

faculty member at the School of Education. The adviser of the grade level that was selected as

responders or participants in the study, The Significance of Home Environment on Student's

Educational Achievement, will receive the same letter when it has been approved. Ultimately, the

study's conduct will begin after permission.

Treatment of Data

The researchers used the Likert Scale with 4 points to calculate the data they received from

the respondents, and the options of their questionnaire “Never, Sometimes, Often, Always”. They

also used the DepEd grading system as a reference and created an FDT to interpret the scores of the

Chemistry 3rd Periodicals. The statistician gave the following formula to calculate the grand mean:

(Sum of observations)/(Number of observations)

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Definition of Terms

To enhance the reader's comprehension of the current study, the following terminology were

provided with operational definitions:

Disturbances refer to disruptions or interruptions within the home environment that adversely affect

students' ability to concentrate, study effectively, and maintain a positive learning atmosphere.

Educational Achievement refers to the level of academic success attained by students as a result of their

learning experiences within both the home and learning environments.

Home environment refers to the physical, social, and emotional setting within individuals' households,

which significantly influences students' academic success and overall well-being.

Learning environment is the space in which students feel safe and supported in their pursuit of

knowledge.

STEM is An educational program to help primary and secondary students prepare for college. It's also an

abbreviation for Science, Technology, Engineering, and Math.

Students are individuals who are engaged in formal learning within educational institutions such as

schools, colleges, or universities.

Student’s Parents are individuals who have legal guardianship and responsibility for the upbringing,

well-being, and education of their children.

Well-being is the psychological, cognitive, social, and physical functioning, it is the satisfaction

experienced by students as a result of their academic experiences

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CHAPTER III

RESULTS AND DISCUSSIONS

The purpose of this chapter is to interpret the data, making it understandable for studying relationships,

testing hypotheses, and drawing conclusions. Included are the studies findings summary, data-driven

conclusions, and relevant recommendations.

Table 1
Learning Areas
Statement Total Mean Interpretation

I engage in learning activities in 33 1.94 Sometimes

the outdoor spaces of my home.

I am comfortable in my home 61 3.59 Always

setup for virtual or online
learning.

I use technology for learning 51 3 Often

purposes at home.

I have a designated study or 53 3.12 Often

workspace at home.

I engage in learning activities in 40 2.35 Sometimes

my living room.

I use my bedroom for 53 3.12 Often

educational purposes, like
reading or online learning.

I have group study sessions or 35 2.06 Sometimes

classes held in the dining area.

Grand Mean 2.74 Often

In the learning areas table it shows that it has a grand mean of 2.74 (often), it shows that the

respondents have sufficient learning materials and a comfortable learning area for them to work in. The data

interprets the comfortability their learning space gives them to achieve good academic performance.
 14

Particularly, the response "I am comfortable in my home setup for virtual or online learning." with 61 tallies,

highlights the importance of the want and need of a comfortable learning environment for the respondents.

Although, the statements "I engage in learning activities in the outdoor spaces of my home." , “I engage in

learning activities in my living room.” and “I have group study sessions or classes held in the dining area.”

receive tallies below 40, suggest public spaces that are not specifically designed for learning do not benefit

the respondents. It tells us that a private and quiet space is the way to go for a learning environment.

Furthermore, we can see that in the statements “I have a designated study or workspace at home.” and “I

use my bedroom for educational purposes, like reading or online learning.” with tallies over 50 prove that a

private and quiet environment is the key to a beneficial aspect for a students learning area. It emphasizes

the importance of a learning area in the home, as not having a specific area for learning hinders the

concentration and performance of the student. Meanwhile, the statement “I use technology for learning

purposes at home.” with 51 tallies, imply that the respondents use their devices often for learning purposes,

whether it is for research or simply playing music for concentration, a private and quiet environment

enhances their success rate of concentration and motivation with the use of their devices. The analysis is

also in line with other studies that highlight how important the learning area is to students' general wellbeing

and academic success. According to Wendy Hargreaves (2021) A well-considered study space has a

surprising amount of power to impact your academic success. That is extremely true because one of the

most important reasons for having a dedicated area for study is that it sharpens the mind and improves

concentration. A separate study area is better than using a bedroom, kitchen or living room. The student in

a dedicated study space is much less likely to be under disturbance by other people at home (Tips to Create

a Dedicated Study Space, 2019). Overall, the data and analysis shows the significance of a learning area in

the home and how it positively affects one's educational achievement.

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Table 2
Home Environment
Statement Total Mean Interpretation

I receive sufficient educational 50 2.94 Often

materials and supervision upon
returning from school.

My parents display indifference 40 2.35 Sometimes

toward my education.

My family environment impacts 50 2.94 Often

my academic achievement.

The size of my household 38 2.24 Sometimes

influences my academic
performance.

The level of my parental 45 2.65 Often

discord typically influences my
academic success.

The relationship between me 49 2.88 Often

and my parents contributes to
my academic diligence.

My parents participate in school 38 2.24 Sometimes

meetings.

2.28 Often
Grand Mean:

In the Home Environment Table it shows that it has a grand mean of 2.28 (often), indicating frequent

disruptions at home, the data illustrates the challenges many students encounter in maintaining focus and

diligence among disturbances. Particularly, responses such as "I receive sufficient educational materials and

supervision upon returning from school" and "My family environment impacts my academic achievement,"

with tallies of 50 and 50 respectively, highlight the significance of consistent home support for better

academic outcomes. Although, the statement "My parents display indifference toward my education"

receives a tally of 40, suggesting occasional neglect that can disturb academic progress. Additionally, the

presence of parental discord, indicated by a tally of 45, further underscores the disruptive influence of family
 16

dynamics on academic success. The passage emphasizes the importance of addressing disturbances in the

home environment, as consistent disruptions hinder concentration and performance in school. This aligns

with the findings, where the "Always" category, with 32 tallies, signifies a significant number of individuals

consistently facing disruptions without exception. In contrast, the "Sometimes" category, with only 4 tallies,

suggests occasional disturbances, highlighting the varying frequencies of disruptions experienced by

respondents. The analysis also relates to existing research, which emphasizes the critical role of the home

environment in students' academic success and overall well-being. Creating a quiet space at home, according

to (2023, February 9) Monash Lens, is significant because this space in the home is one of the ways to allow

children to experience “flow” while fully engaging with their activity, further emphasizing the importance

of a supportive home environment. Overall, the data and analysis shows the significance of addressing

disturbances in the home environment to promote students' educational achievement and well-being.
 17

Table 3
Neighbors

Statement Total Mean Interpretation

My neighbors create 33 Satisfactory

disturbances that disrupt my
daily routine. 1.94

I feel inconvenienced by my 39 2.29 Satisfactory

neighbor’s causing commotion
during specific times of the day.

I believe my neighbor’s 34 2 Satisfactory

distractions contribute to the
great impact of my studies.

I find it challenging to maintain 40 2.35 Satisfactory

a consistent study routine due to
neighbors causing a commotion.

I have experienced negative 43 2.53 Very Satisfactory

impacts on my sleep patterns
due to disturbances from
neighbors.

I feel stressed with my studying 32 1.88 Satisfactory

because of the noise my
neighbors create.

I think that my neighbor's 34 2 Satisfactory

disturbances significantly affect
my overall educational
experience including academic
success and educational goals.

Grand Mean: 2.14 Often

The grand mean is represented as 2.14, which affirms that most students often have difficulties

with pursuing their academic studies and educational goals because of their environment’s factors such as

their neighborhood.
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Table 4
Chemistry Scores
Classes Frequency Class Mark F(x) Mean

29 - 31 2 30 60

32 - 34 2 33 66
38.12
35 - 37 2 36 72

38 - 40 6 39 234

41 - 43 3 42 126

44 - 46 2 45 90

The calculated mean score which is 38.12 is converted to its percent equivalent 76.24. The percent

equivalent is then compared to the DEPED’s transmutation table, it is found out that 76.24 is equal to 85

when transmuted. Using the DEPED’s letter grade scale, a grade of 85 means that the students' performances

are very satisfactory.

 19

Conclusion:

Based on the results of the study, the importance of both the learning area and home environment

in students' academic success. A comfortable and private learning space positively impacts concentration

and motivation, while supportive family dynamics contribute to diligence and achievement. However,

challenges such as parental indifference and household discord underscore the need for targeted

interventions to create a nurturing environment conducive to learning. Addressing these factors is essential

for promoting students' educational achievement and overall well-being.

Recommendation:

1. Participating actively is the action the parents must take in their children's education by

attending school meetings, monitoring their progress, and providing academic support at

home.

2. Creating a schedule based on which place the student may learn most ef?iciently and

effectively possible.
 20

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STUDENTS’ ACADEMIC ACHIEVEMENTS AT HIGHER LEVEL. Ilkogretim Online -

Elementary Education Online, Year, 20(5), 358–369. https://www.ilkogretim-

online.org/fulltext/218-1612941636.pdf
 23

APPENDICES
 24

APPENDIX A

TRANSMITTAL LETTER TO THE PRINCIPAL

January 18, 2024

Jerick Duaban
Principal, Junior High School
Southwestern University PHINMA
Cebu City

Dear Sir Duaban,

The undersigned are Grade 9 students of Southwestern University PHINMA - Junior High School
pursuing the SCX 058: Research 3.

In this regard, we will request permission from your office to conduct our research entitled “The
Significance of Home Environment on Student’s Educational Achievement” to Grade 10-Einstein of
this school. Rest assured that these guidelines on health protocol should be strictly followed and are
implemented during the gathering of data, and utmost confidentiality will be maintained.

Your approval and consideration are deeply appreciated.

Respectfully yours,

Shyla Jodea P. Cayabyab

Proust Nephilim L. Cervantes
Nomeer Kaerold Isaiah C. Quijano
Eltanin Marie G. Undaloc
Laila Hayden B. Vismanos

Group 2 – Researchers

Noted by:
HELIA C. ACSON HELIA C. ACSON
Teacher, Research 3 Adviser, Grade 10-Einstein

Approved by:

JERICK DUABAN
Principal, Junior High School
 25

APPENDIX B

Survey Questionnaire

Name: ____________________________________________________ Date: _______________

This study is a requirement for partial fulfillment of the research of Grade 9 of Group 2, the purpose
of the study is to determine the relationship between the home environment and the educational achievement
of Grade 10-Einstein students. This is an academic exercise and all information will be treated
confidentiality.

Purpose: This survey is conducted to obtain information that will help our study entitled "The
Significance of Home Environment on Student’s Educational Achievement on Grade 10-Einstein students."
Please spare a few minutes of your time to answer the following questions.

_____________________________________________________________________________________

Instruction: Put a check on the box that applies to you.

A. LEARNING AREAS

Never Sometimes Often Always

1. I engage in learning activities in the
outdoor spaces of my home.
2. I am comfortable in my home setup for
virtual or online learning.
3. I use technology for learning purposes
at home.
4. I have a designated study or workspace
at home.
5. I engage in learning activities in my
living room.
6. I use my bedroom for educational
purposes, like reading or online learning.
7. I have group study sessions or classes
held in the dining area.
 26

B. DISTURBANCES IN THE HOME ENVIRONMENT

Never Sometimes Often Always

1. I receive sufficient educational
materials and supervision upon returning
from school.
2. My parents display indifference toward
my education.
3. My family environment impacts my
academic achievement.
4. The size of my household influences
my academic performance.
5. The level of my parental discord
typically influences my academic
success?
6. The relationship between me and my
parents contributes to my academic
diligence.
7. My parents participate in school
meetings.

C. NEIGHBORS

Never Sometimes Often Always

1. My neighbors create disturbances that
disrupt my daily routine.
2. I feel inconvenienced by my neighbor’s
causing commotion during specific times
of the day.
3. I believe my neighbor’s distractions
contribute to the great impact of my
studies.
4. I find it challenging to maintain a
consistent study routine due to neighbors
causing a commotion.
5. I have experienced negative impacts on
my sleep patterns due to disturbances
from neighbors.
6. I feel stressed with my studying
because of the noise my neighbors create.
7. I think that my neighbor's disturbances
significantly affect my overall educational
 27

experience including academic success

and educational goals.
 28

CURRICULUM VITAE
 29

SHYLA JODEA P. CAYABYAB

Contact Number: 09608168959

e-mail address: [email protected]

PERSONAL INFORMATION

Nickname: Shy
Age: 14 years old
Birthday: August 20, 2009
Birthplace: Dagupan City, Pangasinan, Luzon
Nationality: Filipino
Religion: Christian
Civil Status: Single

EDUCATIONAL BACKGROUND:

Primary School: University of Pangasinan Basic Education PHINMA (2016-2018)

Grade 4: Mangaldan Integrated School SPED Center (2019-2020)
Grades 5-9: Southwestern University Basic Education PHINMA (2020-2024)
 30

PROUST NEPHILIM L. CERVANTES

Contact Number: 09772727266

e-mail address: [email protected]

PERSONAL INFORMATION

Nickname: Proust, Napoleon, bro

Age: 15 years old
Birthday: December 7, 2008
Birthplace: Butuan,City
Nationality: Filipino
Religion: Roman Catholic
Civil Status: Single

EDUCATIONAL BACKGROUND:
Elementary School: Matilda L. Bradford Christian School (2015-2023)
 31

NOMEER KAEROLD ISAIAH C. QUIJANO

Contact Number: 09938169612

e-mail address: [email protected]

PERSONAL INFORMATION

Nickname: meer, nom

Age: 15 years old
Birthday: December 17, 2008
Birthplace: Cebu, City
Nationality: Filipino
Religion: Roman Catholic
Civil Status: Single

EDUCATIONAL BACKGROUND:

Primary School: Colegio del Santo Niño

 32

ELTANIN MARIE UNDALOC

Contact number: 09262982691

e-mail address: [email protected]

PERSONAL INFORMATION:

Nickname: tanin, el
Age: 14 years old
Birthday: July 02, 2009
Birthplace: Dipolog, City
Nationality: Filipino
Religion: Roman Catholic
Civil Status: Single

EDUCATIONAL BACKGROUND:

Elementary School: Dipolog Medical Center, College Foundation Inc. 2015-2020

 33

LAILA HAYDEN B. VISMANOS

Contact Number: 09924311442

e-mail address: [email protected]

PERSONAL INFORMATION

Nickname: lay, lai

Age: 15 years old
Birthday: August 8, 2008
Birthplace: Cebu, City
Nationality: Filipino
Religion: Roman Catholic
Civil Status: Single

EDUCATIONAL BACKGROUND:

Primary School: University of San Carlos North Campus