Authors : Kruy Kroeun; Chhoy Vannary; Sem Chiva; Leang Dane

Volume/Issue : Volume 9 - 2024, Issue 8 - August

Google Scholar : https://tinyurl.com/nhm2ra4k

Scribd : https://tinyurl.com/j786hrnc

DOI : https://doi.org/10.38124/ijisrt/IJISRT24AUG1278

Abstract : This study delves into the silent reading attitudes of Grade 6 students at a primary school in Kandal Province, Cambodia, focusing on gender differences and the balance between positive and negative reading habits. Conducted by a team of experienced language trainers specializing in English and French, the research aims to deepen our understanding of literacy practices within a culturally diverse educational setting. Utilizing a robust quantitative approach, the study engaged 30 students using structured surveys and statistical analyses, such as t-tests and variance analysis, to discern significant gender-based patterns in reading attitudes. The findings reveal nuanced variations between the reading habits of male and female students, emphasizing the need for tailored educational interventions. By comparing the results with existing literature, the study corroborates global trends but also highlights unique cultural and socio-economic nuances specific to Cambodian learners. This comparison underscores the importance of considering local educational contexts in shaping effective learning strategies. The study advocates for inclusive reading programs that cater to the varied needs of students, aiming to foster improved literacy environments, particularly in developing regions. By advancing culturally aware literacy strategies, the study supports enhanced academic outcomes and lifelong learning, providing valuable insights for educators and contributing to broader discussions on educational practices in developing areas.

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