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    Moderating Age and Sex as predictors of Students’ Attitudes and Academic Performance in English
    Volume 2, No. 1, January 2021 | 8 pages| http//dx.doi.org/10.46410/jess.2021.2.1.05

    Authors

    Erwin Lesbos Purcia, Dr. Carlos S. Lanting College, Quezon City, Philippines


    Abstract

    The attitudes towards English of the STEM-12A students of the Senior High School Program of Dr. Carlos S. Lanting College for the school year 2019-2020 were identified, categorized and correlated with their academic performance in their English subject. Moreover, the profile of the respondents in terms of age and sex was also determined and moderated to their attitudes towards English and their academic performance in their English subject. The descriptive-correlational method of research was used with forty (40) student-respondents who were chosen through total or complete enumeration. A researcher-made questionnaire with an attitude towards English checklist was administered to identify the profile/personal variables of the respondents. The findings showed that there is no significant relationship that exists between the students’ attitude towards English and their academic performance. Results dictated that the academic performance among the respondents was not affected by all means with their attitudes toward English as a subject area. Moreover, results revealed that age and gender did not moderate nor affect the relationship of students' attitudes towards English with their academic performance in English subject.


    Keywords

    Attitudes, English Language, Academic Performance, Moderator Analysis.


    References

    [1] Brown, Nation. “Teaching Speaking: Suggestion for the Classroom.” http://jaltpublications.org/tlt/files/97/jan/speaking.html (4th January 2008)

    [2] Cummins, J. Language and Identity in multilingual schools: Constructing evidence-based instructional policies. In D Little, C, Leung and P van Avermaet (eds), Managing Diversity in Education: Languages, Policies, Pedagogies, 2013.

    [3] Marshall C; van der Lely HKJ. Irregular past tense forms in English: how data from children with specific language impairment contribute to models of morphology. Morphology Vol. 22, pp.121–141, (2012) DOI: 10.1007/s11525-011-9195-4

    [4] Kennedy, T. (2008) Activities for the Foreign Language Classroom. from http://www.teresakennedy.com/activities.html (Retrieved on 3rd March 2018)


    Citations

    APA:
    Purcia, E., (2021). Moderating Age and Sex as predictors of Students’ Attitudes and Academic Performance in English. Journal of Education and Social Science (JESS), HolyKnight, vol. 2, 39-46. doi: 10.46410/jess.2021.2.1.05.

    MLA:
    Purcia, Erwin Lesbos, et al “Moderating Age and Sex as predictors of Students’ Attitudes and Academic Performance in English.” Journal of Education and Social Science, HolyKnight, vol. 2, 2021, pp 39-46. JESS, https://holyknight.co.uk/Articles/JESS/Vol2-1/5.html

    IEEE:
    [1] E. L. Purcia, “Moderating Age and Sex as predictors of Students’ Attitudes and Academic Performance in English.”Journal of Education and Social Science (JESS), HolyKnight, vol. 2, pp. 39-46, January 2021.