The Influence of Gender and Social Economic Status on Boarding School Students’ English Language Performance

Samsiah Bidin, Kamaruzaman Jusoff


The purpose of this study was to describe the relationship between the students’ gender and Social Economic Status (SES) and the English Language performance. A total of 355 form four students from four boarding schools in the state of Kedah and Perlis were taken as the subjects for this study. The research tool used was in the form of a questionnaire. The measurement of student’s performance was based on their PMR English examination scores. The t-test and ANOVA were used to test the independent variables. The results obtained reported that gender, parents’ total monthly income, parents’ education level and the frequency of using English showed the existence of significant differences as related to the English Language performance. Other personal characteristics variables did not show any significant differences.
Keywords: Gender; Social Economic Status; English Language Performance

Résumé: L’objectif de cette étude est de décrire les relations entre le sexe des élèves, leur situation socio-économique (SES) et leur performance en l’anglais. Un total de 355 d’élèves venant de quatre internats dans la région de Kedah et de Perlis ont été choisis en tant que les sujets d’étude. Le questionnaire a été utilisé en tant que l'outil de recherche. L’évaluation de la performance des élèves est basée sur leurs notes d’examen du PMR Anglais. Le test T et l’analyse de variance (ANOVA) ont été utilisés pour tester les variables indépendantes. Les résultats obtenus ont indiqué que le sexe, les revenus mensuels totaux des parents, le niveau d’éduction des parents et la fréquence de l’usage de l’anglais avaient révélé l’existence des différences significatives par rapport à leur performance en anglais. D’autres caractéristiques variables personnelles n’ont montré aucune différence significative.
Mots-Clés: sexe; statut socio-économique; langue anglaise; performance

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