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Subject: search.filters.subject.Socio-economic status

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    Impact of Socio-economic Status on Language Learning Motivation of Secondary School Students
    (NCERT, 2016) Choudhary, Sanjiv Kumar
    Many social factors are likely to affect the affective factors such as motivation indirectly affecting the learning of English as a second or foreign language. This study examined the influence of Socio-economic Status (SES) on students’ Language Learning Motivation (LLM). We conducted a survey by using questionnaire to collect information about SES of the students and motivation. The respondents were students of secondary schools (Class X) affiliated to Central Board of Secondary Education. The data analyses were done using SPSS by descriptive statistics, anova and simple linear regression. SES comprises fathers’ education, mothers’ education, fathers’ occupation, mothers’ occupation and family income. LLM construct included integrativeness and attitude towards learning situation developed by Gardner (1985). The reliability of the questionnaire for SES and LLM was found to be α=0.735 and α=0.608 respectively. Results indicated that there is a significant relationship between SES and language learning motivation which reflects that increase in social status leads to increase in language learning motivation.
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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).