Classroom Learning Environment and Parental Engagement: Their Influence on Study Habits of Students

Education

This study aimed to determine the influence of classroom learning environment and parental engagement on the study habits of Grade 6 learners in Guitas Elementary School, San Mariano Elementary School, and Magaud Elementary School, Loreto, Agusan del Sur, during the School Year 2025–2026. The study employed a quantitative descriptive-correlational research design, utilizing adopted survey questionnaires as the primary data-gathering instruments. The respondents were the 131 Grade 6 learners selected through total population sampling. The data were analyzed using mean, Pearson Product–Moment Correlation (Pearson r), and multiple linear regression analysis. The findings revealed that the classroom learning environment was generally perceived positively across all domains, with classroom positivity emerging as the strongest aspect. Parental engagement was likewise perceived as evident among the respondents, indicating that parents were actively involved in supporting their children’s academic activities. Furthermore, the learners demonstrated favorable study habits across all measured dimensions, particularly in examination practices and learning motivation. The results further showed that classroom learning environment had a significant positive relationship with students’ study habits, while parental engagement also demonstrated a significant positive relationship with study habits. Moreover, regression analysis revealed that all domains of classroom learning environment significantly predicted students’ study habits, with classroom positivity emerging as the strongest predictor. In terms of parental engagement, parental modeling and parental instruction significantly predicted study habits, whereas parental encouragement and parental reinforcement were found not to be significant predictors. This suggests that both school-based and home-based factors play essential roles in shaping learners’ study behaviors, with direct environmental support and observable parental academic practices having stronger predictive influence. Therefore, strengthening positive classroom conditions and promoting effective parental involvement practices, particularly modeling and instructional support, are recommended to further enhance learners’ study habits and academic development.

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