Students’ Perception of Euphemisms in the Classroom and Their Influence on Academic Performance.
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Abstract
The purpose of this research is to analyze the perceptions of students regarding the use of euphemisms in the classroom and their possible influence on academic performance in educational institutions in Momil and Purísima, Córdoba, Colombia.
Preliminary findings suggest that certain euphemisms, normalized by the environment, act as emotional barriers that negatively affect the learning process. To address this complex problem, a mixed-methods approach is adopted, using a Participatory Action Research (PAR) design. The study is developed in cyclical phases, integrating qualitative and quantitative methods for a comprehensive analysis.
Diagnostic Phase (Qualitative): A systematic literature review is conducted, and data is collected through semi-structured interviews, focus groups, and participant observation to explore student perceptions and the relationship between euphemisms and perceived mistreatment, mockery, or discrimination.
Quantitative Phase: Surveys will be applied, and academic reports from a sample of 100 students will be analyzed to establish the possible statistical relationship between the use of euphemisms and performance.
Intervention Phase (Action): A pedagogical intervention will be designed and implemented, based on co-creation workshops and gamification activities aimed at promoting a respectful, conscious, and critical use of language.
Finally, the research is expected to generate effective pedagogical strategies to promote assertive communication, respect, and inclusion, thus fostering healthier and more equitable educational environments that support integral development and academic performance.
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