Abstract
This study investigates the connection between students' academic achievement and their home environment in the Catanauan District Division of Quezon. Recognizing the family environment as a crucial factor, the research included all public elementary schools in the district. A sample of 385 students and 185 teachers was selected through random sampling. The study employed a survey methodology, using academic performance records and the Home Environment Scale (HES) as measurement instruments. Statistical analyses, including regression and correlation coefficients, revealed a strong positive correlation between academic performance and the home environment. Key findings indicated that supportive home environments significantly enhance students' learning capacities. Socioeconomic factors, family structure, parental education, and income levels were identified as critical components influencing academic performance. Higher parental education and income levels were linked to better student outcomes. The study emphasized the importance of parental engagement, promoting independence, and discipline in fostering academic success. It also noted that family structure and the number of caregivers affect home environment quality and academic achievement. Educational practices within the home, such as the use of auditory and visual learning techniques, varied with parents' education levels. The study highlighted the need for considering diverse family dynamics and socioeconomic factors in addressing learning gaps. It recommended interventions to enhance parental involvement, create supportive home environments, and address socioeconomic disparities. Suggestions included parental orientation programs, quarterly meetings, home visitations, and developing home learning packages. Collaboration among educators, parents, policymakers, and community stakeholders is essential to ensure equitable educational opportunities for all students.
