The relationship between motivation and perceived parental encouragement for learning English as a foreign language with English achievement of Grades 6 to 8 students at St. John's Private School, Pathein, Myanmar
The relationship between motivation and perceived parental encouragement for learning English as a foreign language with English achievement of Grades 6 to 8 students at St. John's Private School, Pathein, Myanmar
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2020
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Assumption University Press
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eng
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17 pages
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Scholar: Human Sciences 12, 1 (January-June 2020), 279-295
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Abstract
The purpose of the study was to determine the relationship between
motivation and perceived parental encouragement for learning English as a
foreign language with English achievement of Grades 6 to 8 students at St.
John's Private School, Pathein, Myanmar. The study was quantitative study,
and motivation questionnaire was used to collected data from 157 students in
academic year 2018-2019 at St. John’s Private School, Pathein, Myanmar. For
English achievement test, Grades 6 to 8 monthly test was used in this study.
Means, standard deviations, and Pearson correlation coefficient were used to
analyze the data. The findings showed that students’ motivation for learning
English as a foreign language was interpreted as very high, and perceived
parental encouragement for learning English as a foreign language was very
high as well.
The final finding of this study showed that there was no significant between perceived parental encouragement and English achievement at Grades 6 to 8 students at St. John’s Private School, Pathein. Myanmar.
The final finding of this study showed that there was no significant between perceived parental encouragement and English achievement at Grades 6 to 8 students at St. John’s Private School, Pathein. Myanmar.
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