Study Interest, Parental Support and Learning Environment of Senior High School Learners in Relation to Academic Performance

This study, entitled “Study Interest, Parental Support, and Learning Environment of Senior High School Learners in Relation to Academic Performance”, utilized a descriptive quantitative research design with standardized questionnaires to assess Grade 11 students’ study interest, parental support, and learning environment. The study involved 304 respondents from various tracks and strands at Doña Hortencia Salas Benedicto National High School–Senior High School. Results revealed that most respondents were female (169 or 55.59 percent) and primarily from the Humanities and Social Sciences (HUMSS) strand (135 or 44.41 percent). Overall, students exhibited high levels of study interest (mean = 2.83), parental support (mean = 2.81), and learning environment (mean = 3.17). No significant differences were observed in study interest, parental support, and learning environment across sex, parents’ educational attainment, and family income. However, parental support significantly differed when grouped according to senior high school track and strand (p-value = 0.009). Despite students achieving an outstanding academic performance (mean = 91.55), no significant relationships were found between their academic performance and study interest, parental support, and learning environment. These findings provide valuable insights for developing programs that strengthen student support systems and learning environments.

Study Interest, Parental Support, Learning Environment, Academic Performance

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