Cultural Influences on Reading Engagement: A Mixed-Methods Study of Non-Readers in Senior High Schools
Description
The research hypothesis for the study titled "Cultural Influences on Reading Engagement: A Mixed-Methods Study of Non-Readers in Senior High Schools" posits that cultural factors significantly impact reading engagement among non-readers in senior high schools. Specifically, it suggests that students' reading behaviors and attitudes are shaped by their cultural backgrounds, family dynamics, community norms, and educational environments. Data Overview The data was gathered through a systematic literature review that included 20 studies focusing on senior high school students identified as non-readers or exhibiting low reading engagement. The studies employed a mixed-methods approach, combining both qualitative and quantitative research designs. This allowed for a comprehensive exploration of the cultural influences on reading engagement, with data collected through surveys, interviews, and observational studies.
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Data Collection Methods Systematic Literature Review: The primary method for data gathering was a systematic literature review, which involved identifying, evaluating, and synthesizing existing research on cultural influences affecting reading engagement among non-readers in senior high schools. Inclusion and Exclusion Criteria: Inclusion Criteria: Focus on senior high school students identified as non-readers or exhibiting low reading engagement. Studies examining cultural factors influencing reading behavior (e.g., family dynamics, community norms). Empirical studies using qualitative, quantitative, or mixed-methods approaches. Publications from the last 15 years in English and accessible in full text. Exclusion Criteria: Studies focusing on populations outside senior high school students. Research not specifically addressing non-readers or low engagement. Non-empirical studies (e.g., opinion pieces) and those not published in peer-reviewed journals.