Generational Status and First Born Child: Predicative of Achievement in Learning ESL

Abstract

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