Mildred Alonzo, Charolf Caranguian
ABSTRACT
This study examined the relationship between school and parental support and pupils’ study habits among Grades 3 to 6 learners in a selected elementary school. Utilizing a mixed-methods approach, the study combined a descriptive-correlational design for quantitative analysis and thematic analysis for qualitative insights. Data were collected from 60 pupils and 60 parents using structured questionnaires that measured the extent of support provided in academic, economic, and psychological dimensions, as well as pupils’ study habits. Findings revealed that both school and parental support were perceived to be present to a very great extent across all dimensions. Pupils likewise demonstrated highly developed study habits characterized by preparedness, organization, active participation, and self-regulation. Statistical analysis showed significant positive relationships between pupils’ study habits and both school support and parental support, with psychological support emerging as the strongest predictor. These results highlight the critical role of a supportive learning environment in fostering effective study behaviors. Qualitative findings further identified key challenges, including resistance to change, diverse learner needs, time constraints, limited resources, and communication gaps among stakeholders. Despite these challenges, the combined support of schools and families was found to enhance pupils’ motivation, engagement, and overall academic development. The study underscores the importance of strengthening home-school collaboration, implementing learner-centered strategies, and providing adequate resources to sustain effective study habit programs. Addressing identified barriers is essential to promote long-term academic success and holistic development among pupils.
Keywords: Study habits, parental support, school support, academic performance, elementary pupils
https://doi.org/10.57180/tuog6389