Home Learning Environment and School Readiness of Kindergarten Learners in Cordova Central School

This study assessed the influence of the home learning environment on the school readiness of kindergarten learners. Specifically, it described the profile, determined the level of the home learning environment, assessed the level of school readiness, and examined the significant relationship between the two variables. The study employed a descriptive correlational research design. From a population of 219 kindergarten learners, 142 parents or guardians were selected through simple random sampling, with the sample size determined using Slovin’s formula at a 0.05 margin of error. Four kindergarten teachers assessed the school readiness of the learners. Data were gathered using an adapted structured questionnaire for parents or guardians and a school readiness checklist completed by teachers. Frequency, percentage, mean, standard deviation, and Spearman rho correlation were used to analyze the data. Findings revealed that the home learning environment was rated Often, indicating that learning support was provided at home. Indoor learning activities obtained the highest rating, while digital learning activities received the lowest. School readiness was rated Always, showing that learners were prepared in social competence, learning dispositions, classroom rules, and cognitive and communication skills. Cognitive and communication skills obtained the highest rating. A significant positive moderate relationship was found between the home learning environment and school readiness, while digital learning activities were not significantly related to school readiness. Based on the findings, an action plan was proposed to strengthen home learning support, guided digital use, warmth and support, outdoor learning experiences, and home-school collaboration.