Afectación del rendimiento académico en el área de inglés por situación socioeconómica en un colegio público

Abstract

This monograph contributes to the understanding of the relation between academic performance and socioeconomic factors in the English class. Related studies point out that academic performance is multivariate and is based on a quantitative approach, thus a relative research gap is found given that students’ experiences have not been explored deeply in relation to their English learning process. Therefore the emergent hypothesis pose that less income and less academic performance of students’ parents lesser is students’ academic performance. This is a mixed methods and exploratory study descriptively approached. The population are 367 pupils of 11th grade from the morning school day of a public school, 125 of whom are the participant sample, a survey is apply to them to make a socioeconomic diagnosis, later 6 of this students are part of a focus group intended to get to know their perspectives on their own English learning. Through the analysis and triangulation of data obtained academic performance is confirmed as multivariate and initial hypothesis is proven to be false. It is found that resilience does affects positively academic performance; it is transformative of social reality, despite economic hardships, due to a great part of students value education as the link that allows them to fulfill their goals. This is related to some Bourdieu tenets, finding ergo that pupils acquire a new cultural capital, different to that obtained by their parents or those provided by Ministry of National Education (MEN) narratives, giving them even broader views on their life project.