Synergistic Effect of Learning Environments, and Familial Factors on Generation Z Learners’ Academic Achievement in Science

Abstract

This descriptive-predictive study examined the interplay among learning
environment factors (school, home, and community), familial factors
(socioeconomic status and family relations), and academic achievement of 186
randomly selected Generation Z (Gen Z) learners. Factorial analysis demonstrated
significant impacts of school and home learning environments on science
academic achievement, while the community environment, in isolation, lacked
significant effect. Interaction effects emphasized synergies between school and
community, as well as school and home environments. However, there was an
absence of a three-way interaction, suggesting limited combined impact. Analysis
of data further unveiled a significant, large main effect of family relations on
academic achievement, while economic and social status showed no significant
impact. The interaction between family relations and social status was statistically
significant which indicates a more substantial combined influence on science
academic achievement than individual factors. Multiple linear regression analysis
identified four significant predictors – positive family relations, higher family
social status, and robust home, and community support – contributing to a model
explaining 49.4% of variance in their science academic achievement. These results
emphasize the importance of nurturing home and community environments,
alongside fostering strong family relationships, as pivotal factors in Generation Z
learners' academic pursuits.