HOME LEARNING ENVIRONMENT AND PARENTING STYLE AS DETERMINANTS OF SCIENCE LEARNING OUTCOMES OF GRADES 3–6 LEARNERS OF RECAREDO CASTILLO ELEMENTARY SCHOOL, BISLIG CITY DIVISION

EDUCATION

This study investigated the relationship between the home learning environment, parenting styles, and Science learning outcomes among Grades 3 to 6 learners of Recaredo Castillo Elementary School, Bislig City Division. Anchored on Bronfenbrenner’s Ecological Systems Theory, Baumrind’s Parenting Style Typology, and Bandura’s Social Cognitive Theory, the research examined how household learning conditions and parental behavior patterns relate to learners’ Science performance. Using a quantitative descriptive–correlational design, data were collected from 96 parent-respondents selected through proportionate stratified random sampling. Standardized and adapted instruments measured the home learning environment and parenting styles, while Science performance was determined using the learners’ official first-quarter grades for SY 2025–2026. Results revealed that the home learning environment was generally high, particularly in parental support and positive Science attitudes. Authoritative parenting emerged as the dominant style, whereas authoritarian and permissive practices appeared moderately. Learners’ Science performance was satisfactory overall, with no learner falling under the “Did Not Meet Expectations” category. Pearson correlation analysis indicated a significant moderate relationship between the home learning environment and Science learning outcomes (r = .36, p < .05), and a significant positive relationship between authoritative parenting and Science performance (r = .41, p < .05). Findings highlight the role of supportive home conditions and balanced parenting practices in promoting higher Science achievement.

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.