Abstract:
The study examined the learning support provided at home and its impact on the outcomes of
primary learners in private schools in San Narciso District, Schools Division of Zambales, during
the School Year 2024–2025. It highlighted the essential role of home learning facilitators in
shaping educational experiences. The research aimed to determine the nature of learning support
and its relationship with learners' outcomes, offering insights for enhancing practices. A
descriptive-correlational design was used, involving 53 facilitators selected via random sampling.
A researcher-designed questionnaire measured home learning support and learners' outcomes, with
excellent reliability (Cronbach’s Alpha: 0.987 for support, 0.998 for outcomes). Data analysis
included percentages, means, Kruskal-Wallis Test, and Spearman Rho Correlation. Most
facilitators were aged 30–39, female, married, with two children, and a family income of P25,000–
P49,999. They were college graduates, spent less than an hour on lesson instruction, and attended
one study support session. Learning support was consistently evident across dimensions like
organizing the learning environment, emotional support, resource provision, and communication.
Primary learners showed advanced cognitive, socio-emotional, creative, and practical skills. No
significant differences were observed between learning support and facilitators' demographics, but
a very high positive correlation was identified between home support and learner outcomes. The
findings underscored the consistent and effective support provided at home and its strong link to
advanced learner outcomes. These results informed the development of an enhanced learning
support program to further improve home learning practices and learner success. The study
contributes to understanding the role of home facilitators in education, offering evidence-based
strategies for strengthening learning support programs.
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