The Demographics of a Secondary School and Its Relationship to English Language Motivation

Abstract

Introduction

The life of an ESL teacher in a developing country is very formidable considering that several factors are beyond his or her control, like learning demotivators. In this paper, the researcher documents his observations through an empirical study of how poverty-stricken ESL high school students in a Philippine coastal area are unaffected by their demographics, social circumstances, and life dynamics. This study finds its place in the array of research outputs that discount the debilitating effects of poverty in the ESL motivation of those who are less privileged in life.

Methods

The descriptive method was utilized in attaining the objectives of this study. This method involved the description, recording, analysis, and interpretation of the present nature, composition or process of phenomena. Survey questionnaires were employed which emphasize the socio-economic status of the students. Data gathered were analyzed and interpreted using Percentage Distribution, Pearson-R and Chi-Square to come up with a sound and thorough processing of the data.

Results

The result found in the study implies that the demographic variables of the respondents (1) Parent’s educational attainment (2) Parents Occupation (3) Presence of parents (4) Exposure to Reading Materials (5) Prospect for College Education (6) and Family Income has positive result yet not significant enough to affect their English Languagemotivation and academic achievements. The participant’s demographic profile does not affect their academic success, none of the demographic variables are said to have a significant relationship to their academic success. Whether it is social or economic issues, the respondents can still achieve academic excellence despite the insufficient teaching materials, their family, home, and school environment.

Discussions

The educational risks of low-income status and financial support of the student respondents' family may have opposite effects on their success in school because the given situation may not impede the student's academic success. This does not lead to discouragement and loss of interest in their studies. It provides the idea that the student's ability to master positive response or behavior in a given situation, defines that they are well-adjusted individuals despite their socio and economic status. It can be said that the demographic variables presented in the study do not impede ESL motivation and academic achievement. The impact of poverty on the family can affect the family's members especially the children, in a negative way. The subsequent disruption to family life can also directly affect a child’s ability to learn oftentimes hinder students and affecting academic performance in school. For teachers to be more successful with students from culturally diverse backgrounds, they will be convinced to conduct intensive training that will make them more equipped and knowledgeable in the latest trends and issues in pedagogy and provide all possible sources to help the less fortunate students and enjoy the privilege of quality education.