REASONS FOR POOR PERFORMANCE OF ACADEMIC PROBLEMS IN THE AREA OF ENGLISH IN SIXTH GRADE STUDENTS INSTITUTION OF THE CATHOLIC HIGH SCHOOL AND COLLEGE PICNIC IN BOGOTA
MAXIMINO POITIERS
REASONS FOR THE PROBLEMS OF LOW ACADEMIC ACHIEVEMENT IN THE AREA OF SIXTH GRADE STUDENTS IN ESPAÑOL OF THE CATHOLIC HIGH SCHOOL AND INSTITUTION MAXIMINO POITIERS SCHOOL IN BOGOTA
CAMPESTRAL For
: Christi Lady
Penagos Johanna Beltran Paez Eliana Castellanos José David Sierra Barrera
Research line:
social and academic factors that influence education.
Summary:
currently underachievement se ha transformado en un problema frecuente en las instituciones educativas en Bogotá y con esto, son demasiados los factores escolares y familiares que provocan un cambio drástico en el aprendizaje de esta segunda lengua –el inglés-.
En este sentido, se ejecutaron distintos experimentos con el fin de conocer cuáles son las causas que influyen de manera determinante en el bajo rendimiento académico en estos estudiantes del grado sexto del colegio Liceo Católico y del colegio campestre Maximino Poitiers. A partir de estos análisis, se logró observar qué factores son los más incidentes en el bajo rendimiento académico y simultáneamente, se propusieron distintas estrategias para solucionarlo.
Palabras claves: estrategia, aprendizaje, interés, motivación, relación, causa, contexto, enseñanza, apoyo, rendimiento.
Abstract:
Currently, low academic achievement has become a common problem in educational institutions in Bogotá and with this; these are too many school and family factors that cause a drastic change in learning the second language-English. In this regard, various experiments were carried out to ascertain the causes that have a factor in low academic achievement in these sixth graders Liceo Católico and Maximino Poitiers school campestral. From this analysis, we were able to see what factors are the most incidents in low academic performance and Simultaneously, we Proposed Several Strategies to solve it.
Key words: strategy, learning, Interest, motivation, relation, cause, context, teaching, support, performance.
Presentation of research:
In our need to know how children learn a second language, in our case English, to recognize those factors that have a determining influence on the low academic achievement in the process student learning sixth grade school and Maximino Poitiers Catholic High School, through our research we would like to mention the agents most important and relevant to our research project, which we started from February this year and ended after ten months later in its development work included investigative techniques such as observation and application of surveys to be later reviewed and analyzed. In the present investigation, we will study the reasons why students in sixth grade of secondary school and Maximino Poitiers Catholic High School, present apathy towards learning a second language-English. To do this, we focus on the theories of Jean Piaget and knowledge about language acquisition of Noam Chomsky, mainly through text presented by the linguists: Manuel Carreiras in Discovering and language processing, Claudia Gonzalez Origin of language and origin of speech and Kenneth Goodman on comprehensive language.
Objectives:
MAXIMINO POITIERS
REASONS FOR THE PROBLEMS OF LOW ACADEMIC ACHIEVEMENT IN THE AREA OF SIXTH GRADE STUDENTS IN ESPAÑOL OF THE CATHOLIC HIGH SCHOOL AND INSTITUTION MAXIMINO POITIERS SCHOOL IN BOGOTA
CAMPESTRAL For
: Christi Lady
Penagos Johanna Beltran Paez Eliana Castellanos José David Sierra Barrera
Research line:
social and academic factors that influence education.
Summary:
currently underachievement se ha transformado en un problema frecuente en las instituciones educativas en Bogotá y con esto, son demasiados los factores escolares y familiares que provocan un cambio drástico en el aprendizaje de esta segunda lengua –el inglés-.
En este sentido, se ejecutaron distintos experimentos con el fin de conocer cuáles son las causas que influyen de manera determinante en el bajo rendimiento académico en estos estudiantes del grado sexto del colegio Liceo Católico y del colegio campestre Maximino Poitiers. A partir de estos análisis, se logró observar qué factores son los más incidentes en el bajo rendimiento académico y simultáneamente, se propusieron distintas estrategias para solucionarlo.
Palabras claves: estrategia, aprendizaje, interés, motivación, relación, causa, contexto, enseñanza, apoyo, rendimiento.
Abstract:
Currently, low academic achievement has become a common problem in educational institutions in Bogotá and with this; these are too many school and family factors that cause a drastic change in learning the second language-English. In this regard, various experiments were carried out to ascertain the causes that have a factor in low academic achievement in these sixth graders Liceo Católico and Maximino Poitiers school campestral. From this analysis, we were able to see what factors are the most incidents in low academic performance and Simultaneously, we Proposed Several Strategies to solve it.
Key words: strategy, learning, Interest, motivation, relation, cause, context, teaching, support, performance.
Presentation of research:
In our need to know how children learn a second language, in our case English, to recognize those factors that have a determining influence on the low academic achievement in the process student learning sixth grade school and Maximino Poitiers Catholic High School, through our research we would like to mention the agents most important and relevant to our research project, which we started from February this year and ended after ten months later in its development work included investigative techniques such as observation and application of surveys to be later reviewed and analyzed. In the present investigation, we will study the reasons why students in sixth grade of secondary school and Maximino Poitiers Catholic High School, present apathy towards learning a second language-English. To do this, we focus on the theories of Jean Piaget and knowledge about language acquisition of Noam Chomsky, mainly through text presented by the linguists: Manuel Carreiras in Discovering and language processing, Claudia Gonzalez Origin of language and origin of speech and Kenneth Goodman on comprehensive language.
Objectives:
Find the main reasons for underachievement in the area of \u200b\u200bEnglish among students in private educational institutions.
1) Know where they were developed classes.
2) analyze the methodology of teaching teachers.
3) Study the student-teacher, student-family, student-peers.
4) Evaluate teaching methods educational institutions observed.
5) Observe the teaching materials used in class.
6) Interpret student attitudes regarding the matter.
7) List the characteristics of the population to be analyzed.
8) Evaluate the use of foreign language in the classroom.
Sample and population:
This investigation was worked with sixth grade students of the Liceo Catholic institution and the school setting Maximino Poitiers. The Catholic High School course consisted of 42 students: 22 boys and 20 girls belonging to a middle class. The age range was approximately 12 to 15. The course consisted of Poitiers Maximino 35 students: 19 girls and 16 boys belonging to an upper-middle class. The age range was about 12 to 14 years. These courses are conducted several surveys in order to perform analysis and to identify common causes that influence underachievement. During this process, the students surveyed were randomly selected and activity is conducted under the supervision of the teacher in charge also took into account the daily courses developed during the activity period of this investigation.
Methodology:
Research plant develops from ordinary observation method, since the study was conducted to two sixth-grade student populations, ranging in age from 12 to 14 years. Given that this type of approach may distort information and the classroom environment to some degree, try to be as noticeable to avoid a change of behavior in the teacher and students. From the above named, had the advantage of prior knowledge and familiarity with the exercise of observation of academic spaces in the area of \u200b\u200blanguages. For this reason, we use as a tool of first hand, the field day to analyze and compare the work to be performed in classes at both schools. Other mechanisms were working after the survey and the interview that complemented our study in order to reach a successful conclusion. Proposed to use correlational research to determine the relevant factors in the difficulty of learning in the area of \u200b\u200bEnglish through the statistical analysis; making interrelating the variables from the surveys and interviews of ordinary observation. Starting by defining the problem, continuing with the literature review, identifying variables, the selection of subjects, determination of the instruments used, the selection of statistical techniques the correlation of data and finally the interpretation of data using correlation techniques.
Challenges:
The investigation had two obstacles that interrupted our prospects dramatically. Unfortunately the first was due to the school setting Maximino Poitiers, the school refused to watch (after you have entered and observe some classes) to cooperate with our investigation because according to the institution required a more extensive and specific protocol for accepting this proposal. The second had to do with observation spaces defined by the institution Liceo Católico, since most times they were interrupted by the presence of a group of students who carried out an active work with students. Thus, our observation work was suspended several times
Results:
Among the main reasons for low academic performance (there are many more) in the area of \u200b\u200bEnglish among students in the private educational institutions are:
1) Shortcomings in the methodology of teaching second language
In most private institutions carried out a model pedagogy based on teaching only grammar composition, foreign language learning because students only the grammar and some vocabulary but do not learn to speak a foreign language. Furthermore, most teachers focus on teaching through guide books to be worked upon are not very useful for ease of student learning.
2) Lack of interaction in the classroom
This is one factor that is closely related to the previously mentioned flaw, from our work we can say that children are actively involved in learning the language Foreign provided the methodology of the teacher and class spaces are appropriate and conducive to an environment of interaction. In this way students are integrated into an active process of learning a second language, as children are given to human action, ie the interaction and whether this occurs with the use of language asegunda longer in practice its evolution and development of second language acquisition.
3) Lack of adequate support system for second language acquisition
In most private schools in our country we find that the education system is customized, but for the case of the school observed classes do not take this kind of personalized approach. After watching the English classes of this school that we could give how much is really necessary for the teacher to stay tuned and keep follow-up work with their students strong and permanent, the teacher should provide students with the tools and support necessary to they do not feel inhibited when expressing or assistance with some of the difficulties that arise when express oral or written statements.
4) Lack of consistency in the education program
As we argued above is of great importance that there be continuous monitoring in the classroom, which is intense and personalized but realistically we find that the observed institution is not possible to carry out that purpose because the time allocated to the area of \u200b\u200bEnglish consists of just three hours a week, under these conditions is very difficult for teachers to carry out active work and continuous learning in their students.
Conclusions:
With this research we discovered what some of the reasons or causes for which is presented underachievement in educational institutions in Bogota, in relation to learning English. It was possible to meet fully the vast majority of our goals, even when presented several difficulties during the process. Also devised strategies to control this problem so prevalent today in our society. Finally, it is essential to emphasize that not only are these factors are mentioned in this paragraph, on the contrary, there are many more and we need to find to guess an early and safe.
1) Shortcomings in the methodology of teaching second language
In most private institutions carried out a model pedagogy based on teaching only grammar composition, foreign language learning because students only the grammar and some vocabulary but do not learn to speak a foreign language. Furthermore, most teachers focus on teaching through guide books to be worked upon are not very useful for ease of student learning.
2) Lack of interaction in the classroom
This is one factor that is closely related to the previously mentioned flaw, from our work we can say that children are actively involved in learning the language Foreign provided the methodology of the teacher and class spaces are appropriate and conducive to an environment of interaction. In this way students are integrated into an active process of learning a second language, as children are given to human action, ie the interaction and whether this occurs with the use of language asegunda longer in practice its evolution and development of second language acquisition.
3) Lack of adequate support system for second language acquisition
In most private schools in our country we find that the education system is customized, but for the case of the school observed classes do not take this kind of personalized approach. After watching the English classes of this school that we could give how much is really necessary for the teacher to stay tuned and keep follow-up work with their students strong and permanent, the teacher should provide students with the tools and support necessary to they do not feel inhibited when expressing or assistance with some of the difficulties that arise when express oral or written statements.
4) Lack of consistency in the education program
As we argued above is of great importance that there be continuous monitoring in the classroom, which is intense and personalized but realistically we find that the observed institution is not possible to carry out that purpose because the time allocated to the area of \u200b\u200bEnglish consists of just three hours a week, under these conditions is very difficult for teachers to carry out active work and continuous learning in their students.
Conclusions:
With this research we discovered what some of the reasons or causes for which is presented underachievement in educational institutions in Bogota, in relation to learning English. It was possible to meet fully the vast majority of our goals, even when presented several difficulties during the process. Also devised strategies to control this problem so prevalent today in our society. Finally, it is essential to emphasize that not only are these factors are mentioned in this paragraph, on the contrary, there are many more and we need to find to guess an early and safe.
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