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1. UNIVERSIDAD MAGISTER
FACULTAD DE EDUCACIÓN
CARRERA DE LICENCIATURA EN LA ENSEÑANZA DEL
INGLES
TESIS PARA OPTAR EL GRADO DE LICENCIATURA
“ANALYSIS OF ENGLISH LEARNING FACTORS THAT
INTERFERE WITH ACHIEVEMENT SCORE OF
FRESHMAN STUDENTS AT UNIVERSIDAD
NACIONAL, CAMPUS SARAPIQUI”
Jimeerley Zúñiga Torrentes
Ronny Carmona Miranda
September, 2017

2. INSTITUTIONAL FRAMEWORK
The National University, within the framework of the celebration of the
XXXV anniversary of its foundation, following its constituent principles
of orienting its work towards those less favored sectors of Costa Rican
society, can expand its borders by opening a University Campus in the
Huetar Region North and Caribbean, through the opening of an
academic program called Regional Section Huetar North and Caribbean
Region, Campus Sarapiquí.

3. BACKGROUND
First-year students at Campus Sarapiquí must deal with English
courses since the first semester of their careers; they must start with
Integrated English course 1 for different careers. This course focus
on the use of four English skills Listen, Speaking, Reading and
Writing. Those students are beginners, and most of them did not
receive English classes when they were in high school.

4. JUSTIFICATION
Many university students must admit that they are afraid of making
mistakes when they are using English, this is one of the main factors
that inhibiting our spoken English fluency. They should learn a foreign
language and they are not familiar with, because many students from
this university come from rural high school and they have poor
vocabulary and do not have the same opportunities to learn English
as the people from urban areas, so it is a weakness for them.

5. GENERAL OBJECTIVE
To determine the English learning factors that interfere with
the achievement scores of freshman students on Integrated
English courses at Universidad Nacional, Campus Sarapiquí
with the purpose of developing a remedial plan, 2017.

6. SPECIFIC OBJECTIVES
1. To identify the social factors that interfere in freshman students that improve academic
success.
2. To determine the strengths and weaknesses of freshman students who deal with the first
Integrated English course.
3. To identify the techniques and strategies used by English professors who facilitate the
contents of the first Integrated English course for freshman students.
4. To determine the thought of freshman students about evaluation criteria on Integrated
English course.
5. To determine the reach of the study group on integrated English course looking for
alternatives that help students on the achieving of course.
6. To propose a nivelatory plan for freshman students before to start with the Integrated English
courses based on the reinforcement of their English knowledge acquired.

7. VARIABLES
 Social factors that interfere with freshman students on Integrated
English course.
 Strengths and weaknesses of freshman students on integrated
English course.
 Techniques and strategies used by professors on Integrated
English courses.
 Freshman students perception of evaluation criteria used on
integrated English course.

8. POPULATION
Population of this research are the students of the established
group to be investigated, who are students that have tried to
learn English in diverse ways without the expected results.

9. INSTRUMENTS TO COLLECT DATA
To analyze the study, it is necessary to consider
information that has been collected by questionnaires or
interviews. This information or data is very important to
obtain a real overview of the needs and the circumstances
which students who are facing with integrated courses at
Campus Sarapiquí

10. ANALYSIS AND INTERPRETATION OF THE
RESULTS

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THE MOST DIFFICULT ENGLISH SKILL
ABSOLUTEVALUE
SPEAKING LISTENING WRITING READING
GRAPH No 01 THE SOCIAL FACTORS THAT INTERFERE WITH
FRESHMAN STUDENTS ON INTEGRATED ENGLISH COURSE

12. 1
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SOCIAL FACTORS
CANTIDADDEESTUDIANTES
NOCTURNO DIURNO TECNICO LICEO RURAL CINDEA BILINGÜE PRIVADO MADUREZ OTROS
GRAPH No 2 SOCIAL FACTORS

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MOTIVATION FOR THE ACHIEVEMENT SCORE
ABSOLUTEVALUE
PASS THE COURSE LEARN A SECOND LANGUAGE FOR FUTURE JOB BEST JOB OFFERS
GRAPH No 7 STRENGTHS AND WEAKNESSES OF FRESHMAN
STUDENTS ON INTEGRATED ENGLISH COURSE.

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DIFICULTIES FOR THE ACHIEVEMENT SCORE
ABSOLUTEVALUE
I DID NOT RECEIVE ENGLISH IN HIGH SCHOOL I AM NOT INTERESTED
I DO NOT UNDERSTAND TO MY PROFESSORS IT IS BORING AND TIRED
GRAPH No 8 TECHNIQUES AND STRATEGIES USED BY
PROFESSORS ON INTEGRATED ENGLISH COURSE

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RELATIONSHIP WITH ENGLISH PROFESSORS
ABSOLUTEVALUE
EXCELLENT GOOD REGULAR DEFICIENT
GRAPH No 9 FRESHMAN STUDENTS PERCEPTIONS OF EVALUATION
CRITIRIA USED ON INTEGRATED ENGLISH COURSE

16. 2
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PERFORMANCE OF FRESHMAN STUDENTS ON INTEGRATED ENGLISH COURSES
ABSOLUTEVALUE
EXCELLENT VERY GOOD GOOD REGULAR DEFICIENT
GRAPH No 11 PERFORMANCE OF FRESHMAN STUDENTS

17. PROPOSAL OF NIVELATORY
COURSE FOR FRESHMAN STUDENTS
AT UNA CAMPUS SARAPIQUÍ
BEFORE TO START WITH
INTEGRATED ENGLISH COURSES

18. GENERAL OBJECTIVE
To propose a nivelatory course for freshman students from
Universidad Nacional Campus Sarapiquí before to start with
Integrated English Course 1 to provide the basic knowledge
they need to start with this English course.

19. “PROPOSAL OF NIVELATORY COURSE FOR
FRESHMAN STUDENTS AT UNACAMPUS
SARAPIQUÍ BEFORE TO START WITH
INTEGRATED ENGLISHCOURSES”

20. SPECIFIC OBJECTIVES OF THE
PROPOSAL
1. To develop strategies to generate better achievement in students of the target
group.
2. To demonstrate that people with diverse backgrounds and learning styles can
reach the same academic objectives in the same class.
3. To perform activities that permit of freshman students to improve the
achievement score of Integrated English courses.

21. PROPOSAL DEVELOPMENT
The following proposal consist in a suggestion of a series of strategies for
professors to improve the atmosphere and take more advantage of the class
as well as try to decrease insecurities and lack of confidence of learners.
Besides to avoid fear barriers that do not allow students to speak and
communicate themselves in the right way. Also, the main of this proposal is
to be first Campus from Universidad Nacional in Costa Rica which performed
a nivelatory course for freshman students focus on Integrated English
Courses.

22. IMPACT OF THE PROPOSAL
• SOCIAL: the main objective is use strategies which help teachers and students
to fight against this problem, the possibility to offer, developing and improving
confidence and security to the learners.
• ACADEMIC: the objective is to minimized the effects and problems that fear,
insecurities and lack of confident provoke in students to reach this English
course.
• INSTITUTIONAL: It has a positive impact on teachers and students of the
Universidad Nacional Campus Sarapiquí and helps to achieve a better
relationship.

23. THANK YOU