Abstract
The study attempted to determine the extent of school-home roles in terms of parenting, school-home communication, and parents’ participation in school activities; and the pupils’ study habits as well as the significant relationship between the school-home roles and pupils’ study habits. Descriptive-correlational research method was utilized, and the Statistical tools used in the study were mean, frequency count, standard deviation, percentages to analyze the extent of school-home roles and pupils’ study habits; Pearson-Product Moment Correlation was utilized to ascertain the significant relationship between the school-home roles and pupils’ study habits. Findings revealed that parenting has no direct relationship to pupils’ study habits while school-home communication and parents’ participation in school activities indicate low or slight relationships to pupils’ learning habits. Subsequently, it was recommended that in order to intensify pupils’ study habits, teachers provide a supportive environment that promotes development of pupils’ study habits.
