UNIVERSIDAD MAGISTERFACULTAD DE EDUCACIÓN

CARRERA DE LICENCIATURA EN ENSEÑANZA DEL INGLÉS TESIS PARA OPTAR AL GRADO DE LICENCIATURA EN LA ENSEÑANZA DEL INGLÉS

A DESCRIPTIVE STUDY ABOUT ENGLISH AS A SECOND LANGUAGE, FAILURE GROUP 10-2, AT CTP PAQUERA, PUNTARENAS, 2013

JUAN CARLOS MORA BARAHONASAN JOSE, COSTA RICA

SEPTIEMBRE, 2014

own municipality

one national highway-gavel roads

USA, Canada, Australia and others

No universities

Paquera5th

7000 Agriculture, fishing, tourism, goods and

services

Colegio Técnico Profesional de Paquera

Public 500 80 teachers

Academic-technical teachers

Bachelors tech careers

computer kitchen labs

farm 65 ht fish farm

butterfly garden

ecological program

Failure English instruction

Gropu 10-2 23-16

General Objective improve promotionSpecific objectives phenomenom failure grade cuases conclusions strategic plan

Variable: Students’ English academic performance

Results

Gender

Extracurricular

Academic future Basis in language

Students' effort

VARIABLE 2: ENGLISH TEACHER‘S WORK AND STRATEGIES

Course last year and present year

Work into the class

Boredom

Strikes

Training

Medical appointments

VARIABLE 3: GROUP 10-2'S SOCIO-ECONOMIC SITUATION

Students` supplies family income

scholarships students` jobs

family housing parents` jobs

SCOPESSmall population

Students identified

Causes

Conclusions, Recommendations, Solutions

Propose

LIMITATIONSStudents that deserted

Another high school

Teachers` resistance

Meetings

No computer labs

THE INVESTIGATION Desciptive

Books Articles Magazines

PIAD

Interviews proccess instruments

Excell word pdf physical documents

Graph 1

Results of the English course 2013, group 10-2 CTP Paquera

Source: Juan Carlos Mora Barahona, Universidad Magister, July 2014

69.56%

30.43%

Students that failed regular course

Students that approved regular course

Graph 3

Monthly family income, English course, group 10-2 (during 2013), CTP Paquera

Source: Juan Carlos Mora Barahona, Universidad Magister, July 2014

75.0%

12.5%

12.5%

₡100,000 to 300,000₡300,001 to 500,000₡500,001 to 700,000

Graph 6Students who worked on vacation or free days, group 10-2 (during 2013), CTP Paquera

Source: Juan Carlos Mora Barahona, Universidad Magister, July 2014

56.25%

43.75%

WorkedDid not work

Graph 7

Students who had a computer at home last year Group 10-2 (during 2013), CTP Paquera

Source: Juan Carlos Mora Barahona, Universidad Magister, July 2014

37.50%

62.50%

Had a computerDid not have a computer

Graph 11

Students' opinion about whether or not their economic situation affected their academic performance, group 10-2 (during 2013), CTP Paquera

Source: Juan Carlos Mora Barahona, Universidad Magister, July 2014

YES No0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

80.00%

90.00%

100.00%

68.75%

31.25%

Graph 12Students' English language basis last year. Group 10-2 (during 2013)

Juan Carlos Mora Barahona, Universidad Magister, July 2014

Excellent Good Bad0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

80.00%

90.00%

100.00%

6.25%

31.25%

62.50%

Graph 15 Students' opinion if teacher took advantage of classes’ time during the course. Group

10-2 (2013), CTP Paquera

Juan Carlos Mora Barahona, Universidad Magister, July 2014

56.25%

43.75%

NoYes

Graph 17Students’ opinion about their own effort in the English course last year Group 10-2 (2013), CTP Paquera

Source: Juan Carlos Mora Barahona, July 2014

75%

25%

No effortWork with effort

CONCLUSIONS RECOMMENDATIONS

Low academic performance Strategic plans families teachers

Low family income More scholarships municipality teachers from the community

Students` jobs Balance holidays activities

Computer and internet access MEP library

Academic future Motivation activities

Bad basis and bad classes Principal teachers Mep

Students` effort Counselor teachers

Medical or personal licences Principal meets with teachers

Students` academic work Intresting projects subjects and tasks

Emotional limitation Guides teachers religious parents

PROPOSAL

A STRATEGIC PLAN TO COMPLEMENT REGULAR ENGLISH CLASSES IN ORDER TO IMPROVE STUDENTS` PROMOTION

GENERAL OBJECTIVE * To produce advantages in English skills in the last month of the 200 days school year

SPECIFIC OBJECTIVES *To prepare students for extension tests to improve promotion *To produce English language skills in daily life *To apply intercultural interaction

SCOPES

* Improve students` academic performance

*Affective apprenticeship

*Convince students to utilize their time correctly

* Daily life and high school experiences

*Interaction between students

*Free days after November 15th

*Extending tests

*Values, companionship, friendship, cooperation, respect, intercultural and responsibility

*Native English instruction

Table of costs

Article Quantity Total per day

Total

Plane Ticket A person $1000 $1000 The person pay it

Housing Per day $6 $180 Some family provides it

Alimentation Per day $6 $180 The high school provides it

Classroom Per day $4 $100 The high school provides it

Electricity Per day $2 $50 The high school provides it

A guide teacher Per day $20 $20 The high school provides it

Bus ticket Total $20 $20 The person pay it

Ferry ticket Total $4 $4 The person pay it

Students' bus

transportation

Per day $3 $75 The high school provides it

Students' alimentation Per day $3 $75 The high school provides it

Cooker Per day $17 $425 The high school provides it

Internet access Per day $4 $100 The high school provides it

Markers Total $4 $4 The high school provides it

Books The high school provides it

Total

$2233 Per volunteer