BITS Faculty Publications

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    An empirical study on the predictive role of SES on high school students' achievement in learning ESL
    (Inder Science, 2018-04) Choudhary, Sanjiv Kumar
    This paper reports the findings of the study on the relationship between socio-economic status (SES) variables and students' achievement in learning ESL (AESL) in a few selected secondary schools of India. Through this study an attempt has been made to predict which variable of SES affect students' AESL. A questionnaire survey has been used to collect information about SES variables (father and mother education, father and mother occupation and family income) of the students. The students' AESL in form of grades is taken from the schools. Data analyses have been done using SPSS by descriptive and inferential statistics. Analysis of variance (ANOVA) and multiple regression analysis findings indicated that students' AESL is dependent on five SES variables. Multiple regressions indicated that fathers' education, mothers' occupation and income are significant predictors. This reflects that there is a need to look into these factors in addition to school learning factors affecting students' learning English as a second language (ESL).
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    Generational Status and First Born Child: Predicative of Achievement in Learning ESL
    (Marwadi Education Foundation, 2019-02) Choudhary, Sanjiv Kumar
    Research on age, gender, socio-economic status, generational status, motivation have their origin in Coleman’s study which found that students’ socio-demographic variables play crucial role in learning at school. This paper presents the findings of a study on relationship between generational status (English language learner), first born child and students’ achievement in learning ESL in a few selected secondary schools of Rajasthan. This study adopted an Ex-Post-Facto research design followed by simple random sampling technique using questionnaire survey for data collection. The students’ achievement in learning ESL assessed by the affiliating board (Central Board of Secondary Education) of schools in form of grades was taken from the schools. The t-test results indicated that students’ achievement in learning ESL is dependent on generational status and first born child. Standard multiple regression also indicated the significant relationship between generational status, first child and students’ achievement in learning ESL at secondary level. Keyword: Achievement, Birth order, English as a second language, Generational status