Distance to School, Family Size and Socio-Economic Status as Predictors of Academic Performance of Elementary Learners

Academic performance is not shaped by a single factor but by how multiple elements interact in the learner's environment.  This study examined the combined influence of distance between home and school, family size and socio-economic status to academic performance to raise parental awareness and support the students. This study was quantitative and utilized a descriptive-correlational research design. A survey was conducted among 119 elementary learners enrolled in a public elementary school in Region XIII-Caraga, for Academic Year 2024-2025. The data for this study were collected using a researcher-made questionnaire. Statistical processing, such as Pearson’s Correlation Coefficient and Descriptive Statistics, was conducted using SPSS software to analyze the relationships among the study variables. The results revealed that most elementary learners lived a moderate distance from school, belonged to medium-sized families, and came from low-income households. Both parents were at the elementary level and self-employed. Learners’ academic performance was rated satisfactory, with a class mean of 83%. A significant relationship was found between distance to school, household income, parents’ educational attainment, and academic performance, with a p-value greater than the study’s significant value of 0.05. However, no significant relationship was found between family size, parental employment status, and academic performance. Schools were recommended to support low-income learners, raise parental awareness of the value of education, and explore programs that address travel distance and academic support. Further research was encouraged to examine more home-related factors affecting learners’ academic performance.