Factors related to low interest in reading among Elementary School students in a school from Esmeraldas

Abstract

To analyze the factors related to low reading interest among elementary school students at a school in Esmeraldas, a mixed-method study was conducted, using both quantitative and qualitative approaches. Surveys, interviews, and focus groups were used with students, teachers, and parents. The quantitative data identified significant correlations, such as a positive relationship between bibliographic resources and reading interest, and two negative relationships between resources and the use of electronic devices. Reading time was also analyzed qualitatively, revealing barriers such as competition with digital content, rigid pedagogical methodologies, and a lack of reading role models at home. Compliance with Vygotsky's sociocultural theory and schemas was also identified, supporting the findings by emphasizing the importance of social mediation and prior knowledge in reader motivation. The lack of alignment between textbooks and students' personal interests, along with academic load, also emerged as critical factors.