Daša Farčnik, University of Ljubljana, Slovenia

The study aimed to explore the attitudes of STEM-12A students toward the English language during the 2019-2020 school year and to analyze how these attitudes were correlated with their academic performance in English. In addition to assessing attitudes, the research sought to examine the demographic profiles of the respondents, specifically focusing on their age and gender, to determine whether these factors had any moderating effects on the relationship between attitudes and academic performance. To conduct the research, a descriptive-correlational method was employed, involving a total of forty (40) student respondents. These participants were chosen through a process of complete enumeration, ensuring that all eligible students were included in the study. A specially designed questionnaire, which featured an attitude checklist aimed at gauging students' perceptions and feelings about English, was administered to collect data on the participants' demographic information as well as their attitudes. Upon analysis of the data, the findings revealed that there was no significant relationship between the students' attitudes toward the English language and their academic performance in this subject area. This indicated that the way students felt about English did not appear to impact their grades or overall performance. Additionally, the results highlighted that demographic variables such as age and gender did not moderate or influence the connection between attitudes toward English and academic success in the English subject. In conclusion, the study suggested that factors beyond attitudes, age, and gender may play a more critical role in determining students’ academic performance in English, warranting further investigation into other influences that could affect learning outcomes in this area.

APA:
Becerra-Fernandez, I. (2024). Influence of Age and Gender on Students’ Attitudes and Academic Performance in English: A Constructive Approach. Journal of Education and Teaching Methodology, 5(1), 11-24. https://doi.org/10.33832/jetm.2024.5.1.02