Home-School Microsystem Structures on Pupils’ Academic Performannce
Reynalyn M. Carlos, Ruth Mae L. Molina, Mayet M. Nacu, Mariel G. Ocampo, and Ivy Hazel Kate T. Reyes
Don Honorio Ventura Technological State University
I. ABSTRACT
This study dealt with the home-school microsystem
structures affecting academic performance among Grade 6
pupils of Pulung Santol Elementary School. It involved 190
respondents. The academic performance of the respondents
was obtained from the grades of the pupils during the first
grading period. Data collected through the questionnaire
were tabulated and analyze. The study used the universal
sampling technique for the distribution. It described the
home-school microsystem structures affecting pupils’
academic performance in terms of: home environment,
parental support, teachers’ instructional competence, school
environment, and classroom environment. These were
treated with the use of frequency distribution and Pearson-
r. The result of the study revealed the significant
relationship of the home-school microsystem structures in
academic performance of the respondents. However home
environment, parental support, teachers’ instructional
competence, school environment, and classroom
environment revealed that there were identified factors that
affect the academic performance of the pupils.
Key words: Home Environment, Parental Support,
Teachers’ Instructional Competence, School Environment,
Classroom Environment
II. INTRODUCTION
Education in the broadest sense is a process by which a
person acquires necessary knowledge, skills, and attitudes
that will enable the individual to be useful to himself and
contribute positively to the society in which he lives. In
today’s world, education is a significant aspect of a child’s
life. While getting an education, it is important that
children have the support they need both in school and at
home.
In the present day, education has an essential role to play in
the economic and social development of any nation.
Bearing in mind the importance of education, it is the need
of the hour to promote the academic performance of pupils,
who form the concrete foundation for the country’s
progress. Academic performance is the development of
knowledge that is connected to pupils’ progress where
teaching and the way of learning happens in an educational
situation. Academic performance refers to the level of
performance in school, accomplishment or success in
school. However, academic performance is the core of
educational growth (Aremu & Oluwole, 2001). Academic
performance determines the pupil’s status in the class. It
gives children an opportunity to develop their talents,
improve their grades and prepare for the future academic
challenges.
The primary environment of a pupil is the home and it have
an effect on the pupils’ academic performance (Hoover-
Dempsey et al., 2005). Moreover, the home is the primary
agent of education in the child. The way the child lives and
his/her life style is influenced by the home.
The home has an important influence on the pupils’
academic performance. What the child learns at home and
how his family motivates him towards education
contributes to the pupils’ academic performance (Essien,
2002). The home as an educational environment is
considered as the determinants of learning. The term home
environment refers to all the objects, forces, and conditions
in the home which influence the child physically,
intellectually, and emotionally (Muola, 2010).
According to Anene (2005), the home is the single most
important environmental factor in empowering children to
build up the trust, attitude, and abilities that will help them.
It is the foundation of children that can develop to
accomplish their full potential. Good home learning
environment provides the love, security, simulation,
encouragement, and opportunities that help children to
prosper.
The quality of parent-child relationship is fundamental to
children’s long term development. Warmth,
encouragement, and an absence of hostility are key
elements in positive parents’ support. Parent relationship
improves pupils’ academic performance because it fosters
pupils’ motivation and engagement in school (Pomerantz,
Moorman, & Litwack, 2007).
Pupils’ academic performance was upgraded by behavioral
and emotional engagement of pupils and was related to
their parents and they overlooked the connections between
parent and pupils’ academic performance (Sirin, 2004).
Greater parent and child relationship at early stage
definitely influences the pupils’ academic performance
including higher academic performance (Gadsden, 2003).
In everyday life of pupils, they encounter different kinds of
teachers. It is a fact that the several teaching competency
levels of their teachers bear different effects upon pupils’
academic performance. Because of this, teachers must be
aware of their own level of competency so as to be extra
conscious of how their teaching affects the academic
performance of the pupils. A teacher engage an important
position and is a key factor in the operation of the school
system.
Teachers are the most important school based influence on
pupils’ academic performance (Hattie et al., 2003).
Teacher’s competency enhances a teacher’s ability to create
an environment that is fair, understanding, and accepting of
diverse pupils, ideas, experiences, and backgrounds.
According to Rena (2000), good knowledge of the subject
matter helps the teacher to teach the pupils correctly. This
in turn leads to the interest of the pupils’ to continue in the
learning process.
Teacher teaches become an important key in promoting
effective teaching and learning to the pupils. The
researchers took interest in the study of how teachers’
competencies affect academic performance of the pupils
whom they are teaching. Therefore, the teachers themselves
are given the responsibility to mold pupils into learned,
competent, responsible, and moral citizens of the country
which is aligned with the goal of every educational
institution that is to produce competent and outstanding
graduates (Muijs & Reynolds, 2005).
When teachers are motivated and love the teaching
profession, pupils are motivated to learn and they learn the
content taught by their teachers more effectively (Caprara
et al., 2006).
School environment play a dominant role in the pupils’
academic performance. Pupils with proper school
environment have been found to be making greater effort
for academic performance. Pupils need safe, healthy, and
stimulating environment in which to grow and learn.
During the school year, pupils spend most of their time in
school where the environment plays a significant role in
child development (Byoung-suk, 2012).
According to Schaps (2005), school environment has wide
influence on pupils’ academic performance including a
meaningful aspect of their social, emotional, and moral
growth. When pupils saw their school environment
supportive and caring it promote their well-being and
learning. The study implies that supportive school
environment enrich these positive results by helping the
growth of pupils feeling of connectedness and
belongingness. Pupils who experience their school as a
caring community become more motivated and involved in
their education. In particular, pupils’ active relation with
teachers and their insights that teachers care about them are
what encourage their effort and engagement.
School environment influences the pupils on their academic
performance. It discovered that good facilities and more
space as well as the arrangement seats in the classroom,
library, and gymnasium it affect the organization of
learning environment. Good school environment gives
room for pupils to work hard and improve their academic
performance (Sunday, 2012).
While the classroom environment is an interaction of a
classroom with the relations between teacher and pupils. As
such, a classroom environment can have strong influence
on the teaching and learning that occurs within it (De Lisi,
2001).
Teachers create, provide, and facilitate the classroom
environment. A positive classroom environment unites
pupils as they work, achieve, and grow. When teachers set
up the proper classroom environments pupils can develop
competence in intellectual endeavors (De Lisi, 2001).
Classrooms with teachers focused on developing good
relationships with pupils and there was more engagement,
more respect of self and others, fewer resistant behaviors,
greater pupil initiated activities, and higher learning
outcomes (Hattie, 2009).
A proper and adequate environment is very much necessary
for a fruitful learning of the child. Especially the home and
the school should provide the necessary stimulus for
learning experience. The child spends most of his time in
school and here his environment is exerting a different
influence on performance through curricula, teaching
techniques, and relationship.
These are the several structures affecting the pupils’
academic performance. Some are home, school, teacher,
and parent. Most of the factors are home microsystem
structures: home environment and parental support. When
it comes to school microsystem structures: teachers’
instructional competence, school environment, and
classroom environment.
III. OBJECTIVES
The current study aims to determine the best predictor of
pupils’ academic performance in their home microsystem
structures and school microsystem structures. Specifically,
it described the respondent’s level of academic
performance and relate their pupils’ home microsystem
structures to their academic performance.
IV. METHODS
Participants
The respondents of this study were the grade 6 pupils in the
Pulung Santol Elementary School specifically located at
Purok 3 in the municipality of Porac, in province of
Pampanga.
Materials
The questionnaires were the main instrument use for data
collection. The questionnaire divided into two parts: the
first part is the demographic profile of the respondent,
while the second part is the scale questions that rate the
home microsystem structures and school microsystem
structures.
The purpose of this is to gather data and to ensure the
validity of the instruments. The instruments were evaluated
for its content validity by the expert at Don Honorio
Ventura Technological State University. The expert will
assess the validity of the instrument by a five point Likert
Scale from Strongly Agree as the highest and Strongly
Disagree as the lowest.
Procedure
A letter addressed to the Principal of the Pulung Santol
Elementary School was prepared to ask for permission to
conduct the study. Upon the approval of the Principal, the
researchers administered the questionnaires to gather first-
hand information needed in this study.
The data gathered were tallied, tabulated, processed and Table 3. Frequency and Percentage of the
treated using different statistical treatments. Pupils’ levels Parent/Guardian’s Highest Educational Attainment of the
of academic performance were described using mean, Respondents
standard deviation and percentage. In determining the
significant relationship of the pupils’ academic It can be observe in the table that the majority of the
performance to their home-school microsystem structures, parents of the respondents are high school graduates with
correlation analysis was used. the percent distribution of 67.89 percent. It can be also
observe on the table that 11.58 percent of the respondents
V. RESULTS AND DISCUSSIONS are bachelors’ degree holders and 3 out of 190 are masters’
degree holders. Moreover, it can be also noted that 8.95
Profile of the Respondents percent of the respondents are elementary graduates.
Table 1
Respondents of the study Parents’ who are educated raise children to have healthy
self-perceptions when it comes to their academic
Respondents Frequency Percentage
performance it involve them in intellectual activities that
Grade 6 Section 1 49 25.79
guide them develop a healthy attitude about learning
Grade 6 Section 2 49 25.79
(National Institutes of Health, 2013).
Grade 6 Section 3 47 24.74
Grade 6 Section 4 45 23.68
Parents’ level of education affects the schooling of the
Total 190 100% children positively. In addition the higher the parents level
Table 1. presents of the respondents of the study of education, the more likely it will motivate their children
to learn (Ezewu, 2001).
It can be shows from the table that the respondents of the
study were the Grade 6 pupils at Pulung Santol Elementary Respondent’s level of academic performance
School. Table 4
Presents the profile of the respondents as to their general
Table 2 average.
Presents the profile of the respondents according to Gender
General Fre Percent Mean SD Verbal
Gender Frequency Percentage Average que age Descripti
Male 103 54.21 ncy on
Female 87 45.79 Below 75 48 25.26
Total 190 100% 75-79 57 30.00
80-84 61 32.11 80.85 3.87 Satisfactory
Table 2. Frequency and Percentage on the Profile of the
Respondents as to Gender 85-89 14 7.37
90 and 10 5.26
It can be shows from the table that there are one hundred above
three (103) or 54.21 percent male respondents while eighty- Total 190 100%
seven (87) or 45.79 percent were female. Table 4. Frequency and Percentage of the General Average
of the Respondents
The gender differences among pupils in their academic
performance has revealed that in individual background It can be observe in the table that the most of the
characteristic affect the academic performance (Pillow, respondents got a general average of 80-84 as to
2008). “Satisfactory” with weighted mean 80.85 and standard
deviation of 3.87. It can be also observe in the table that
Gender differences related to academic performance respondents got a general average of below 75 with a
indicated that either males or females (Abar, Carter, & frequency of 48 and a percentage of 25.26, other
Winsler, 2009). respondents got a general average of 75-79 with a
frequency of 57 and a percentage of 30.00, other
Table 3 respondents got a general average of 85-89 with a
Presents the profile of the respondents as to their frequency of 14 and a percentage of 7.37, and other
parent/guardian’s highest educational attainment. respondents got a general average of 90 and above with a
frequency of 10 and a percentage of 5.26.
Indicators Frequency Percentage
Elementary 17 8.95 A grade is a primary indicator of pupils learning in
High School 129 67.89 academics (Sacerdote, 2001)
Technical-Vocational 19 10.00
Bachelors Degree 22 11.58 Academic performance is the development of knowledge
Masters Degree 3 1.58 that is connected to pupils’ progress where teaching and the
Doctorate Degree 0 0.00 way of learning happens in an educational situation
Total 190 100% (Aremu, 2000).
Respondents’ Assessment of the Home Microsystem 5. I feel the love and
Structures concern of my 4.65 Strongly Agree
Respondents’ Assessment of Home Microsystem parents to me.
Structures in terms of Home Environment Total 4.44 Strongly Agree
Weighted Verbal Table 6. Descriptive Analysis of Pupil-Respondents’
Indicators
Mean Description Assessment of their Parental Support
1. I am comfortable
4.38 Strongly Agree
doing my task at home. It can be notice on the table that the respondents strongly
2. Each member of my agree that they value their relationship with their parents,
4.29 Strongly Agree
family is approachable. share their achievement and failures in school to their
3. Love and respect is parents that their parents share an affectionate, warm
4.62 Strongly Agree
evident in the family. relationship with them, and they feel love and concern from
4. There is unity in the their parents. Moreover the respondents agree that they can
4.33 Strongly Agree
family. seek comfort from their parents whenever they are upset. In
5. There is constant general the respondents agreed that there is a very high
communication in the 4.28 Strongly Agree level of parental support coming from their parents.
family.
Strongly Pupils who receive parental support and encouragement are
Total 4.38
Agree less likely to rebel against their parents. This interaction
Table 5. Descriptive Analysis of Pupil-Respondents’ between parents and their children creates an attachment
Assessment of their Home Environment that allows children to feel that their parents really care
about them (Strohschein and Matthew, 2015).
It can be observe on the table that the respondents strongly
agree in all indicators under home environment which are When children are shown support and encouragement
the following they are comfortable doing their task at instead of disapproving behavior by their parents, they
home, the member of their family is approachable, love and develop a sense of belonging (Strohschein and Matthew,
respect is evident in their family, there is unity in their 2008).
family, there is constant communication with their family.
In general the respondents strongly agree that they have a Respondents’ Assessment of the School Microsystem
very good home environment with a mean of 4.38. Structures
Respondents’ Assessment of Home Microsystem
Home affects the individual since the parents are the main Structures in terms of Teacher’s Instructional
socializing instrument in an individual’s life. This is Competence
because the family background and context of a child Weighted Verbal
affects his reaction to life conditions and his level of Indicators
Mean Description
performance (Ajila & Olutola, 2000). 1. Our teacher in every
subject discusses each 4.71 Strongly Agree
The home environment is viewed as a powerful influence lesson clearly.
on the child. A home environment is seen as important for 2. Our teacher in every
child’s developmental results for example their subject shows mastery 4.63 Strongly Agree
psychological capacity, school preparation, academic of the subject matter.
performance and emotional adjustment (Fantuzzo et al., 3. Our teacher in every
2000). subject gives us a
4.57 Strongly Agree
chance to participate in
Respondents’ Assessment of Home Microsystem class discussions.
Structures in terms of Parental Support 4. Our teacher in every
Weight subject creatively
Indicators ed Verbal Description brings the interest of 4.26 Strongly Agree
Mean the class to the new
1. I value my lesson.
relationship with my 4.62 Strongly Agree 5. Our teacher in
parents. every subject allows us
2. I seek comfort 4.63 Strongly Agree
to ask questions about
from my parents 4.11 Agree the lesson.
whenever I’m upset. Total 4.56 Strongly Agree
3. I openly share my Table 7. Descriptive Analysis of Pupil-Respondents’
achievement and Assessment of their Teacher’s Instructional Competence
4.48 Strongly Agree
failures in school to
my parents. It can be observe on the table that the respondents strongly
4. My parents share agreed in all indicators under teachers’ instructional
an affectionate, warm 4.36 Strongly Agree competence which are the following; their teacher in every
relationship with me.
subject discusses each lesson clearly, shows mastery of the the effective coordination of the school environment (Ajao,
subject matter, gives a chance to participate in class 2001).
discussions, creatively brings the interest of the class to a
new lesson, and their teacher subjects allows them to ask Respondents’ Assessment of Home Microsystem
questions about the lesson. In general the respondents Structures in terms of Classroom Environment
strongly agreed that they have a very good teacher’s Weighted Verbal
instructional competence with a mean of 4.56. Indicators
Mean Description
1. The teacher is interested
Teachers know their pupils in order to make appropriate 4.52 Strongly Agree
in my problems.
plan of challenging activities for the range distinct abilities 2. The teacher goes out of
inside the classrooms. It pursue positive interactions with 4.62 Strongly Agree
his/her way to help me.
pupils to raise their own meaning, there are higher chances 3. The teacher considers
of pupils behaving and participating effectively in learning 4.52 Strongly Agree
my feelings.
task and have an impact on the pupils’ academic 4. The teacher helps me
performance (Liberante, 2012). when I have trouble with 4.57 Strongly Agree
the work.
Good quality teaching is connected with positive feelings 5. The teacher takes an
(Knoell, 2012). 4.51 Strongly Agree
interest in my progress.
Strongly
Respondents’ Assessment of Home Microsystem Total 4.55
Agree
Structures in terms of School Environment Table 9. Descriptive Analysis of Pupil-Respondents’
Weighted Verbal Assessment of their Classroom Environment
Indicators
Mean Description
1. The school has It can be observed on the table that the respondents strongly
complete facilities like agreed in all indicators under classroom environment their
library, canteen, clinic, 4.18 Agree teacher is interested in their problems, their teacher goes
gymnasium, comfort out of their way to help them, their teacher considers their
room etc. feelings, their teacher helps them when they have trouble
2. The school provides with their work , and their teacher takes an interest in their
4.64 Strongly Agree
security to its pupils. progress. In general the respondents strongly agreed that
3. The school they have a very high level of classroom environment with
maintains cleanliness a mean of 4.55.
4.65 Strongly Agree
and orderliness of
surroundings. Classroom is where the pupils gain understanding of the
4. The employees of contribution that they can make to build their identity and
the school are their society. It is where the pupils acquire the knowledge
4.32 Strongly Agree
approachable and needed to achieve their ultimate goals and objectives in
accommodating. future life (Ashton, 2001).
5. The school provides
quality services to the 4.37 Strongly Agree Classroom environment plays a crucial role in determining
pupils. pupils’ success as it determines how a pupil behaves and
Total 4.43 Strongly Agree handles his learning responsibilities. Certainly, the
Table 8. Descriptive Analysis of Pupil-Respondents’ environment in which one finds himself tends to mold his
Assessment of their School Environment behavior so as to meet the needs of learning (Tsavga,
2011).
It can be notice on the table that the respondents strongly
agree that they provide security to their pupils, they Significant Relationship of Pupils’ Academic
maintains cleanliness and orderliness of their surroundings, Performance on their Home Microsystem Structures
they are approachable and accommodating, and they Items Academic Performance
provide quality services to the pupils. Moreover the Pearson r 0.118
respondents agree that they have complete facilities like Home Significance 0.563
library, canteen, clinic, gymnasium, comfort room, etc. In Environment Do not Reject
general the respondents agreed that they have a very high Decision
Ho
level of school environment. Pearson r 0.199
Parental Support Significance 0.000
School environment is an important area that should be Decision Reject Ho
studied and well managed to enhance pupils’ academic Table 10. Correlational Analysis of the Pupil’s Academic
performance (Ajayi, 2001 & Oluchukwu, 2000). relate between Home Microsystem Structures
The quality of education not only depends on the teachers Table 10 features the significant relationship of
as reflected in the performance of their duties, but also in respondent’s home environment and parental support to
their academic performance. The data reveal that the home
environment of the respondents is not significantly related
to their academic performance. This correlation coefficient
of 0.118 and p-value of 0.563, moreover the parental
support of the respondents significantly associated with the
academic performance. It means that the support of the
parents it is really necessary in improving the academic
performance of the pupils. Since the academic performance
of the pupils is positively associated with their parental
support. This only means that the higher the support given
by the parents to their children is the higher the academic
performance of their children.
Significant Relationship of Pupils’ Academic
Performance on their School Microsystem Structures
Items Academic Performance
Teacher’s Pearson r 0.323**
Instructional Significance 0.000
Competence Decision Reject Ho
Pearson r 0.118
School Significance 0.563
Environment Do not Reject
Decision
Ho
Pearson r 0.200**
Classroom
Significance 0.012
Environment
Decision Reject Ho
Table 11. Correlational Analysis of the Pupil’s Academic
relate between School Microsystem Structures
Table 11 features the significant relationship of
respondent’s teachers’ instructional competence, school
environment, and classroom environment for their
academic performance. The data reveal that the teachers’
instructional competence of the respondents is significantly
related to their academic performance. This correlation is
said to be highly significant with a correlation coefficient
of 0.323** and p-value of 0.000. On the other hand, school
environment data reveal that the respondents is not
significantly related to their academic performance. This
correlation coefficient of 0.118 and p-value of 0.563.
Moreover the classroom environment of the respondents
significantly linked to the academic performance.
VI. CONCLUSION AND RECOMMENDATION
In conclusion, the results of this study showed that the
majority of the parents of the respondents are high school
graduates and the general average range from 80-84. The
Parental Support, Teachers’ Instructional Competence, and
Classroom Environment factors have an effect on the
respondents’ academic performance. There is significant
relationship between the Parental Support, Teachers’
Instructional Competence, and Classroom Environment in
the Academic Performance of the pupils. As per the
findings of this study, showed positive correlation on
Home-School Microsystem Structures regarding parental
support, teachers’ instructional competence, and classroom
environment that affects the academic performance of the
pupils. This research will contribute to the Elementary
teachers about the knowledge that they should encourage
their pupils to improve their academic performance.
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