Modeling causal relationships between home learning environment, academic engagement and achievement for primary school students

Abstract

The study aimed to model the causal relationships between the home learning environment and academic integration and achievement among primary school students in Al-Rass governorate. Several sub-objectives branch out from the main objective. The study used the descriptive analytical approach. The study sample consisted of (482) primary school students (first grade, And the second row) from the study population, where data was collected from them through a scale. Its validity and reliability were verified, and after applying the scale to the sample and collecting data, it was analyzed statistically by calculating the arithmetic means, standard deviations, relative importance, and arrangement of the sample’s responses using Pearson’s correlation coefficients, Cronbach’s alpha equation, one-way analysis of variance, the Chavier test, and others, where a set of results were reached, the most important of which: The degree of availability of the home learning environment among primary school students in Al-Rass governorate was high. And that the level of academic integration among primary school students in Al-Rass governorate was high, and that the level of achievement among primary school students in Al-Rass governorate was high, and that a causal model could be reached in which academic integration represents a mediator in the impact of the home learning environment on achievement among primary school students in Al-Rass governorate. Alrass, and that there is no significant difference between the levels of academic integration and achievement compared to home learning, but the difference in achievement came more by "0.02", and that there are statistically significant differences at the level (α > 0.05) between home learning, in light of the difference in sex among stage students. Primary school in Al-Rass Governorate.