Tag Archives: Socio-Economic Status

The Role of the Family in English Language Learning (Published)

This study investigates the role of family in English language learning particularly in Bangladesh. Family role is very important to grow the sense of learning in learners as they are greatly influenced by it. Parents’ positive attitude, education and awareness according to individual requirements and needs provide constant encouragement and support for the learners. Parents make the greatest difference to achievement through supporting their learning at home rather than supporting activities in school. A learner, whose family members are habituated to use English at home, feels encouraged to learn English which facilitates learning process. My findings, on the other hand, show that children of those parents who are unaware of providing sound family atmosphere lack confidence as well as self-esteem. This study also examines the impact of home environment on children’s achievement in English language. My findings reveal that there is consistent relationship between the role of family and students’ academic achievement.  

Keywords: Competence, Cultural Capital, Family Role, Language Learning, Performance, Socio-Economic Status, cognitive development

Effect of Socio-Economic Status on Nutritional Status on Adolescent Girls of Paschim Medinipur, West Bengal, India (Published)

Teenager or teen, is a young person whose age falls within the range from 13-19. They are called teenagers because their age number ends with “teen”. Usage by ordinary people varies, and also varies in different societies. Most societies traditionally had a formal ceremony to mark the change from childhood to adulthood. During puberty, rapid mental and physical development occurs. Adolescence is the name for this transition period from childhood to adulthood. In the United States, teenagers from the ages 12-14 go to middle school while teenagers from the ages of 14-18 typically go to high school. In the United Kingdom (UK); teenagers and non-teens are mixed in secondary school. Teenagers attending secondary school generally graduate at the age of 17 or 18. On average, girls begin puberty ages 10–11. Objectives: (i) To find relationship relation between socio-economic status and Nutritional status(ii) Prevalence of undernutrition of study adolescents girls, Materials and method: Subjects are Adolescents girls aged 10-19 years belongs to Salboni Block which is one the of block of Paschim Medinipur,WestBengal,, Participants socioeconomic data are collected through structured questionnaire, anthropometric data are collected through different instruments, cross section study is done on 1009  girls y at ages 10-11.to collect data on socio-economic status some structured questionnaire were used. Results:69 girls suffering from CED I whose parents are daily labourers 63 girls are suffering from CEDI  whose parents depend on cultivation, Total 37 girls are suffering CEDIII, among 1009 girls  33 girls are suffering from  CEDII. In table  3,4,5 it shows that skilled labour parents adolescent are higher weight, BMI from unskilled occupation parents adolescent.43%  parents occupation is cultivation. Conclusion: socio -economic factor represent standard of living of any people, in this study it shows skilled person adolescent girls have higher  anthropometry 89 girls are under nutrient  among studied girls. Family income also has a profound influence on the educational opportunities available to adolescents and on their chances of educational success. This study had shown socio-economic status affect living standard and nutritional intake, it effect adolescent growth too.

Keywords: Adolescents, Nutritional Status, Puberty, Socio-Economic Status, body mass index

THE RELATIONSHIP BETWEEN SOCIO-ECONOMIC STATUS AND ACADEMIC ACHIEVEMENT IN THE EFL CLASSROOM AMONG IRANIAN UNIVERSITY STUDENTS (Published)

Numerous studies have shown that the socioeconomic (SES) achievement gap is the main cause of inequality of students in schools and other educational systems (Bourdieu 1989; Carnoy 2007; Shavit and Blossfeld 1993, as cited in Doren, 2013). The most significant reason of this finding according to Battle and Lewis (2002) might be the fact that a person’s education is clearly linked to their life chances, income and well-being. The low status students compared with the mid/high status students are often more depressed and they are concerned about their financial problems and sometimes they don’t have enough time for studying and other academic activities. As such, besides providing the educational materials and facilities to promote learning and achievement in academic settings, the socioeconomic status of the students or their family could be a factor which impacts on their emotional state and motivation for their learning. Stern (1963, as cited in Burstall, 1975) also stated that there is a serious need to study motivational factors which may result in the students’ development of positive or negative attitudes toward foreign language culture, language itself, and people of the foreign country, which may have hindering or facilitating results on the foreign language development. As some researchers such as Gayton (2010) also have recognized, while the influence on language-learning motivation of other macro -level factors, such as gender, have been extensively investigated, there has been comparatively little written about an association between SES and language- learning. Particularly, in Iran and even more evidently among the university students, differential achievement along the lines of SES has not been central to investigation in the realm of educational attainment. This is while the problem of socioeconomic status is getting more and more tangible in universities due to its impacts on the students’ academic achievement and even sometimes it causes some students put aside their education. Thus, it is important to have a clear understanding of what benefits or hinders Iranian university-age students’ educational attainment. As such, the present research aims to investigate the effects of the socio-economic status on EFL sophomore learners’ academic achievement in the national university of a town in Iran named Rafsanjan.

Keywords: Academic Achievement, EFL, Iranian University Students, Socio-Economic Status