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The influence of gender and social economic status on boarding school students' English language performance


Citation

Bidin, Samsiah and Jusoff, Kamaruzaman (2009) The influence of gender and social economic status on boarding school students' English language performance. Canadian Social Science, 5 (5). pp. 41-47. ISSN 1712-8056; ESSN: 1923-6697

Abstract

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.


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Additional Metadata

Item Type: Article
Divisions: Faculty of Forestry
DOI Number: https://doi.org/10.3968/j.css.1923669720090505.006
Publisher: Canadian Academy of Oriental and Occidental Culture
Keywords: Gender; Social economic status; English language performance
Depositing User: Norhazura Hamzah
Date Deposited: 22 May 2012 02:31
Last Modified: 18 Jul 2018 04:56
Altmetrics: http://www.altmetric.com/details.php?domain=psasir.upm.edu.my&doi=10.3968/j.css.1923669720090505.006
URI: http://psasir.upm.edu.my/id/eprint/17214
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