A STUDY ON SOCIO-CULTURAL ASPECTS OF READING MOTIVATION AMONG PRIMARY SCHOOL STUDENTS IN BANGLADESH

Abstract

This study used a mixed-method convergent parallel design to explore the social and cultural factors associated with the reading motivation of primary school students in various strata of society, such as family, school, and community in Bangladesh. The study was conducted in selected government primary schools from five districts in Bangladesh representing diversified geographical characteristics such as Char (a tract of land surrounded by water), Haor (a wetland in the north eastern part of Bangladesh), hilly, coastal, and plain land. A total of 437 grade four students, with an equal distribution of urban-rural and gender representation, participated in the study. Besides, the study collected the views of the concerned parents, teachers, community members, education professionals, children’s book publishers, and library officials. Along with survey questionnaire, interview protocol, FDG guideline and observation checklist, the study used a reading motivation scale for students as data collection tools. The findings revealed that students had an average level of reading motivation with a mean score of 58.75 (SD-13.22, and a scale mid-point of 57.5). Girls were found to have significantly higher (t-1.96, p =.05) reading motivation than their male counterparts whereas the urban students had higher reading motivation than the rural ones (t=3.37, p = <.01). However, no significant differences were found among the student reading motivation scores from the five geographical locations except for the hilly and plain lands (F = 2.60, p = <.05).

The research found that students’ reading motivation is influenced by all four factors: family, school, community, and state level policies. In the socio-cultural contexts of Bangladesh, parents perceive reading as a functional tool for academic achievement and future employability instead of a skill for enjoying or getting pleasure. The study results indicated that parents’ education and occupation were positively associated with their children’s reading motivation. However, the study revealed limitations in providing a conducive reading environment for students at all four levels of learners' environment namely- family, school, community and state. It was reported that the reading culture and practices prevailing in the family were not conducive to students’ reading. In addition, the school environment was not found very supportive and stimulating for reading books and developing reading habits. Furthermore, there were government policies and regulations, which had been circulated to encourage reading at different institutions. However, a lack of resource mobilization at the school and community level hampered the creation of a reading-friendly environment.

The study suggested that to foster a culture of reading in society, all stakeholders must ensure a supportive reading environment and adequate facilities at home, school, and community. In addition, government policies need to be implemented especially with a stronger focus on rural areas of Bangladesh. Based on the findings this study proposed, a comprehensive model for fostering a reading culture in the society of Bangladesh by coordinating the four interconnected constituents of a child’s immediate environment - family, school, community, and national-level policies and activities. The findings of this study contribute to a greater understanding of the social and cultural context of Bangladesh and help all the stakeholders to initiate relevant reading programmes, projects, and activities and ensure adequate reading facilities to build a reading-friendly society. This study paves the way for more research to be conducted on reading motivation in the future.