Learning difficulties in English writing among socially disadvantaged elementary school students in relation to academic achievement intelligence and parental encouragement

Abstract

The present study explored the learning difficulties in English writing among socially disadvantaged elementary school students in relation to their academic achievement, intelligence and parental newlineencouragement. A sample of 1600 socially disadvantaged elementary school students (800 male and 800 female) were randomly selected. t-test and ANOVA was used to explore the significant differences and interactions. Results showed that both newlinemale and female students with high (academic achievement, intelligence and parental encouragement) were significantly better in English writing as compared to the students with low (academic achievement and parental encouragement) and average newlineintelligence. Further, results of this study didn t present any significant differences in learning difficulties of male and female students in high (academic achievement, intelligence and parental newlineencouragement) group. Further, significant interactions were found between academic achievement, intelligence, parental newlineencouragement and gender on the learning difficulties in English writing of socially disadvantaged elementary school students. newline newline