Socio-Economic Status, Language Anxiety and Academic Performance

of Grade 7 Students

Jenie P. Josol
Verna Marie M. Ungcad
Mark Anthony Mendoza
Ronnie Tanio

Abstract

Introduction

Not more than 750 words. Cite the global, national and local scenario why there is a need
to conduct the study. Incorporate some related studies

Theoretical Framework

Cite one major theory and two other supporting theories. Relate the three theories in your
study.

Conceptual Framework

Figure 1 is the conceptual paradigm of the study. The independent variable is the
students’ language anxiety level and their socioeconomic status. The dependent variable
sis their final grades in English, Science and Mathematics.

Independent Variable Dependent Variable

Level of Language Anxiety

Grade 7’s Final Grades in English,

Mathematics, and Science

Socio-Economic Status
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Statement of the Problem

This study is conducted to determine the relationship among socioeconomic status,

language anxiety and the academic performance of grade 7students. Specifically, the
study sought answers to the following questions:

1) What is the predominant language anxiety level of the grade 7 students?

2) What is the profile of the socioeconomic status of the students?
3) Are there significant relationships among socioeconomic status, language anxiety and
the academic performance of Grade 7 students?
4) Are there significant differences on the students’ language anxiety and academic
performances when they are grouped according to their socioeconomic status?

Null Hypotheses

Ho1 No significant relationship existed among socioeconomic status, language anxiety

and the academic performance of Grade 7 students

Ho2 No significant differences could be established on the students language anxiety

and academic performances when they are grouped according to their
socioeconomic status.

Method

Research Design

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Respondents

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research in choosing your respondents.

Instruments

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Data Gathering Procedure

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Statistical Design

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