LEARNING ENVIRONMENT AND PARENTAL SUPPORT AS PREDICTORS OF ACADEMIC SUCCESS: A MULTIPLE LINEAR REGRESSION

Education

This study aimed to determine the influence of the learning environment and parental support on the academic success of Grade 6 pupils at Santo Tomas Elementary School and Manawe Elementary School, Loreto, Agusan del Sur, during the School Year 2025–2026. The study employed a quantitative descriptive-correlational research design, utilizing an adopted survey questionnaire as the primary data-gathering instrument. The respondents were the 109 Grade 6 pupils selected through universal sampling. The data were analyzed using mean, Pearson r correlation, and multiple linear regression analysis. The findings revealed that the learning environment was perceived as highly supportive across all domains, particularly in supporting learning for understanding and problem-solving strategies. Parental support was generally perceived as evident, with learning at home receiving the highest rating. Likewise, pupils demonstrated a favorable level of academic success across its measured dimensions. The results further showed that parental support had a significant positive relationship with academic success, while the learning environment did not show a significant relationship with academic success. Moreover, regression analysis revealed that none of the individual domains of the learning environment and parental support significantly predicted academic success. This suggests that while parental support contributes positively to pupils’ academic success as a whole, its specific dimensions do not independently predict academic outcomes, and the learning environment alone may not directly determine academic success. Therefore, strengthening holistic parental involvement and sustaining supportive learning conditions are recommended to further enhance pupils’ academic development.

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