a descriptive study about english as a second language, failure group 10-2 at ctp paquera,...
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UNIVERSIDAD MAGISTERFACULTAD DE EDUCACIÓN
CARRERA DE LICENCIATURA EN ENSEÑANZA DEL INGLÉS TESIS PARA OPTAR AL GRADO DE LICENCIATURA EN LA ENSEÑANZA DEL INGLÉS
A DESCRIPTIVE STUDY ABOUT ENGLISH AS A SECOND LANGUAGE, FAILURE GROUP 10-2, AT CTP PAQUERA, PUNTARENAS, 2013
JUAN CARLOS MORA BARAHONASAN JOSE, COSTA RICA
SEPTIEMBRE, 2014
own municipality
one national highway-gavel roads
USA, Canada, Australia and others
No universities
Paquera5th
7000 Agriculture, fishing, tourism, goods and
services
Colegio Técnico Profesional de Paquera
Public 500 80 teachers
Academic-technical teachers
Bachelors tech careers
computer kitchen labs
farm 65 ht fish farm
butterfly garden
ecological program
Failure English instruction
Gropu 10-2 23-16
General Objective improve promotionSpecific objectives phenomenom failure grade cuases conclusions strategic plan
Variable: Students’ English academic performance
Results
Gender
Extracurricular
Academic future Basis in language
Students' effort
VARIABLE 2: ENGLISH TEACHER‘S WORK AND STRATEGIES
Course last year and present year
Work into the class
Boredom
Strikes
Training
Medical appointments
VARIABLE 3: GROUP 10-2'S SOCIO-ECONOMIC SITUATION
Students` supplies family income
scholarships students` jobs
family housing parents` jobs
SCOPESSmall population
Students identified
Causes
Conclusions, Recommendations, Solutions
Propose
LIMITATIONSStudents that deserted
Another high school
Teachers` resistance
Meetings
No computer labs
THE INVESTIGATION Desciptive
Books Articles Magazines
PIAD
Interviews proccess instruments
Excell word pdf physical documents
Graph 1
Results of the English course 2013, group 10-2 CTP Paquera
Source: Juan Carlos Mora Barahona, Universidad Magister, July 2014
69.56%
30.43%
Students that failed regular course
Students that approved regular course
Graph 3
Monthly family income, English course, group 10-2 (during 2013), CTP Paquera
Source: Juan Carlos Mora Barahona, Universidad Magister, July 2014
75.0%
12.5%
12.5%
₡100,000 to 300,000₡300,001 to 500,000₡500,001 to 700,000
Graph 6Students who worked on vacation or free days, group 10-2 (during 2013), CTP Paquera
Source: Juan Carlos Mora Barahona, Universidad Magister, July 2014
56.25%
43.75%
WorkedDid not work
Graph 7
Students who had a computer at home last year Group 10-2 (during 2013), CTP Paquera
Source: Juan Carlos Mora Barahona, Universidad Magister, July 2014
37.50%
62.50%
Had a computerDid not have a computer
Graph 11
Students' opinion about whether or not their economic situation affected their academic performance, group 10-2 (during 2013), CTP Paquera
Source: Juan Carlos Mora Barahona, Universidad Magister, July 2014
YES No0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
70.00%
80.00%
90.00%
100.00%
68.75%
31.25%
Graph 12Students' English language basis last year. Group 10-2 (during 2013)
Juan Carlos Mora Barahona, Universidad Magister, July 2014
Excellent Good Bad0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
70.00%
80.00%
90.00%
100.00%
6.25%
31.25%
62.50%
Graph 15 Students' opinion if teacher took advantage of classes’ time during the course. Group
10-2 (2013), CTP Paquera
Juan Carlos Mora Barahona, Universidad Magister, July 2014
56.25%
43.75%
NoYes
Graph 17Students’ opinion about their own effort in the English course last year Group 10-2 (2013), CTP Paquera
Source: Juan Carlos Mora Barahona, July 2014
75%
25%
No effortWork with effort
CONCLUSIONS RECOMMENDATIONS
Low academic performance Strategic plans families teachers
Low family income More scholarships municipality teachers from the community
Students` jobs Balance holidays activities
Computer and internet access MEP library
Academic future Motivation activities
Bad basis and bad classes Principal teachers Mep
Students` effort Counselor teachers
Medical or personal licences Principal meets with teachers
Students` academic work Intresting projects subjects and tasks
Emotional limitation Guides teachers religious parents
PROPOSAL
A STRATEGIC PLAN TO COMPLEMENT REGULAR ENGLISH CLASSES IN ORDER TO IMPROVE STUDENTS` PROMOTION
GENERAL OBJECTIVE * To produce advantages in English skills in the last month of the 200 days school year
SPECIFIC OBJECTIVES *To prepare students for extension tests to improve promotion *To produce English language skills in daily life *To apply intercultural interaction
SCOPES
* Improve students` academic performance
*Affective apprenticeship
*Convince students to utilize their time correctly
* Daily life and high school experiences
*Interaction between students
*Free days after November 15th
*Extending tests
*Values, companionship, friendship, cooperation, respect, intercultural and responsibility
*Native English instruction
Table of costs
Article Quantity Total per day
Total
Plane Ticket A person $1000 $1000 The person pay it
Housing Per day $6 $180 Some family provides it
Alimentation Per day $6 $180 The high school provides it
Classroom Per day $4 $100 The high school provides it
Electricity Per day $2 $50 The high school provides it
A guide teacher Per day $20 $20 The high school provides it
Bus ticket Total $20 $20 The person pay it
Ferry ticket Total $4 $4 The person pay it
Students' bus
transportation
Per day $3 $75 The high school provides it
Students' alimentation Per day $3 $75 The high school provides it
Cooker Per day $17 $425 The high school provides it
Internet access Per day $4 $100 The high school provides it
Markers Total $4 $4 The high school provides it
Books The high school provides it
Total
$2233 Per volunteer
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