La Incidencia de los Materiales Didácticos en el Rendimiento Académico de los Estudiantes de Cuarto Grado de Primaria en Clases de Ingles en el Colegio Maria Auxiliadora de Barranquilla

Abstract

Learning English is now essential in a globalized world and, in Colombia, it constitutes a key skill for student development. The Ministry of National Education (MEN) has structured a curriculum based on the Common European Framework of Reference (2002), establishing six proficiency levels (from A1 to C2). Through its bilingualism programs, Colombia seeks to strengthen English proficiency in order to increase the academic and professional competitiveness of its citizens. However, results remain low. According to the 2023 EF EPI report, Colombia ranks 57th out of 100 countries evaluated, with a score of 48.54, showing that basic and secondary education do not achieve optimal levels of English proficiency. This suggests the need to reflect on whether current teaching processes are providing the necessary foundations to achieve high performance in this area. At Colegio María Auxiliadora in Barranquilla, difficulties in learning English may be related to the use and type of didactic resources in the classroom. When these materials do not match the students’ level, pace, or interests, motivation and participation are negatively affected. Díaz and Umaña (2024) highlight that a limited supply of printed and audiovisual materials hinders learning. In contrast, diversifying resources adapted to the group fosters communicative development and willingness to learn. Within this framework, the proposed research aims to analyze how the variety, relevance, and accessibility of didactic resources influence academic performance in English. The objective is to identify which materials impact comprehension and oral expression, as well as attitudes toward learning. Núñez and Téllez (2009) argue that materials should take into account not only linguistic but also emotional and motivational aspects. Thus, a situated methodological strategy is proposed, oriented toward building more participatory classrooms through contextualized resources aligned with educational goals. From a qualitative approach, this study seeks to understand how materials influence fourth-grade students’ comprehension and motivation. Sampieri et al. (2014) note that qualitative research makes it possible to capture students’ experiences from their own perspective, adapting tools and methods according to observations. The purpose is to understand not only what is used in class, but also how it is used and what effects it produces on English learning. At the regional and national level, the results could serve other institutions interested in improving their teaching practices. This study aims to contribute to the formulation of public policies that are more responsive to real classroom dynamics. In summary, it seeks to answer the question: How do the didactic materials implemented in class influence the academic performance of fourth-grade students in English? The ultimate goal is for didactic resources to move from being simple supports to becoming true catalysts of meaningful learning.