FACTORS THAT INFLUENCE ACADEMIC PERFORMANCE IN ENGLISH AT THE EIGHTH GRADE OF PUBLIC INSTITUTIONS IN GUAYAQUIL
Perceptions of teachers and students
DOI:
https://doi.org/10.32813/2179-1120.2021.v14.n1.a730Keywords:
factores estresantes, rendimiento académico, Inglés, transición, problemas académicosAbstract
The current research had the general objective of determining the incidence of stressors in the academic performance in English of eighth-year students from public educational institutions in Guayaquil.
This study was developed under the mixed methodological approach of non-experimental descriptive and correlational design with a sample of 469 English teachers to whom the survey technique was applied and as an instrument a questionnaire with 24 simple-selection response items, while 15 of these teachers were interviewed in depth. The results obtained indicate the relationship between the stressful situations that students experience and the academic performance in English that they generally obtain due to fear, anxiety, lack of self-esteem and motivation that this stress generates. These circumstances raise the need for the adoption of motivational and support strategies by the teacher, however, teachers are not trained to address this situation and design such strategies.
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