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International Journal of Applied Research
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ISSN Print: 2394-7500, ISSN Online: 2394-5869, CODEN: IJARPF

IMPACT FACTOR (RJIF): 8.4

International Journal of Applied Research

Vol. 3, Issue 11, Part C (2017)

Learning difficulties in English writing among socially disadvantaged elementary school students in relation to their intelligence

Author(s)
Kaur Gurpreet
Abstract
The present study explored the learning difficulties in English writing among socially disadvantaged elementary school students in relation to their intelligence. Researcher conducted this study to explore that which intelligence group i.e. (high or average intelligence group) among elementary school socially disadvantaged students have more learning difficulties in English writing. For this purpose, descriptive survey method was used by researcher. A sample of 1600 socially disadvantaged elementary school students (800 male and 800 female) were randomly selected. On the basis of scores obtained on RSPM students were divided into high and average intelligence group. After, that test to assess the learning difficulties in English writing was administered; t-test was used to find out the significant differences. Results of the study showed that both male and female students with high intelligence were significantly better in English writing as compared to the students with average intelligence. Students with average intelligence have more English writing difficulties as compared to high intelligence students. Further, results of this study didn’t present any significant differences in LD’s of male and female students in high intelligence group and in average intelligence group.
Pages: 152-156  |  572 Views  16 Downloads
How to cite this article:
Kaur Gurpreet. Learning difficulties in English writing among socially disadvantaged elementary school students in relation to their intelligence. Int J Appl Res 2017;3(11):152-156.
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