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The Relationship between Omani High School Students’ Home Environment and their English Academic Achievement
English language academic achievement (ELAA) is an important aspect of education, and understanding the factors that influence it can have significant implications for both students and educators. In this study, the authors investigated the relationship between the home environment of Omani Grade 12 students and their English proficiency. Three dimensions of the home environment backgrounds are considered: educational, socio-economic, and technological. The research is based on a pilot study to develop a quantitative data collection tool. Four key findings on the impact on English academic achievement emerged from the research. First, the educational status of the family has a significant impact. Second, family’s social status has no effect. Third, the financial and technological status of the family does not have an impact. Four, the home environment has less of an impact on the English language achievement of females than males. Based on these, it is recommended that the Omani Ministry of Education establish a system for ongoing communication between schools and parents. Teachers should take students’ backgrounds into account to identify challenging home environments.
Education, academic achievement, social background, home environment
Citation: Ayoob Yaqoob Saleh Al-Rashdi, Serge Gabarre and Cecile Gabarre (2023). The Relationship between Omani High School Students’ Home Environment and their English Academic Achievement. Horizon J. Hum. Soc. Sci. Res. 5 (1), 98–115. https://doi.org/10.37534/bp.jhssr.2023.v5.n1.id1206.p98
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