THE HOME ENVIRONMENT AND THE CHILD'S EDUCATIONAL WELL-BEING

Abstract

The study examined the association between the home environment and the child’s well-being, in particular, the educational aspect of it. Focusing on the research objectives, it investigated the correlation of academic performances to the physical and social factors of the home environment. Specifically, the amount of living space, availability of amenities and its impact on PSLE Scores.

The study was confined to students aged 13 to 15 years of age, studying in Singapore and living in a Public Housing Development Board (HDB) apartment. A questionnaire designed to collect information on respondents’ data and views was conducted with a sample size of 233. One important finding that warrants the attention of policy-makers is the link between living space and PSLE Scores. The space constraint is a crucial factor in determining whether children see the home as a conducive study environment. The result of living space as a vital factor on the impact of PSLE Score was also proven significant in the data analysis. The findings, in terms of overall exposure, show that both the physical and social factors of the home environment have a deeper impact on a child’s educational well-being than what it may appear to be.

Thus, it is recommended, inter alia, that HDB gives greater flexibility to users to rearrange and increase the size of certain functional areas to better facilitate the needs of the child who requires a conducive studying environment. Also, the importance of early intervention in parenting styles may lead to changes in the social aspect of the home environment which may increase the motivation of children. It is hoped that the results and findings would be useful for future formulation of public policies regarding the planning of new HDB towns as well as in the education sector.