Exploring the Impact of Economic Ability on Academic Achievement in English Language Learning within the Context of Vocational Education: A Mixed-Methods Study
Keywords:
Economic Ability, Academic Achievement, English Language LearningAbstract
This research investigates the complex interplay between economic ability and the level of achievement in students' English lessons at vocational schools, aiming to contribute nuanced insights to the fields of educational equity and language learning within vocational education. Adopting a mixed-methods approach, the study combines quantitative analyses and qualitative insights to provide a comprehensive understanding of the relationships at play. Quantitative findings reveal an unexpected negative correlation between economic ability and English language proficiency scores, challenging traditional assumptions about the influence of economic backgrounds on academic outcomes. This unanticipated relationship prompts a reevaluation of factors shaping language learning outcomes within the specific context of vocational education. Qualitative insights uncover the resourcefulness of students from lower economic backgrounds, demonstrating resilience, creativity, and determination in accessing alternative learning pathways. By highlighting potential disparities in resource access and their impact on language learning outcomes, the research advocates for targeted interventions that ensure all students, regardless of economic backgrounds, have equal opportunities for academic success. Additionally, the study acknowledges pressures and expectations among students with higher economic abilities, adding a novel dimension to the literature. The integration of quantitative and qualitative insights enhances the study's methodological rigor, providing a holistic understanding of the research question.
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