READING HABITS AND ACADEMIC PERFORMANCE AMONG LOWER PRIMARY STUDENTS IN TASHITSE CLUSTER SCHOOLS, TRASHIGANG, BHUTAN

ABSTRACT: Reading is a foundational literacy practice that supports comprehension, vocabulary development, knowledge acquisition, and learning across the curriculum. This study examined reading habits and their relationship with academic performance among lower primary students in three schools within the Tashitse Cluster, Wamrong Dungkhag, Trashigang, Bhutan. Guided by a pragmatist paradigm, the study employed an exploratory sequential mixed-methods design. Quantitative data were collected from 80 students and 20 teachers, while qualitative data were obtained through interviews with six teachers and focus-group discussions with 18 students. The findings indicate that students generally recognize the value of reading, but their reading practices remain strongly oriented towards academic materials. Half of the student respondents identified broadening knowledge as the principal benefit of reading, while 42.5% reported that reading directly supports their studies. In terms of reading time, 47.5% reported reading for one to two hours daily, whereas only 15% reported two to three hours and 3.75% reported four hours or more. Major barriers included limited motivation, an unconducive home environment, inadequate reading materials at home, and insufficient fiction and novels in the school library. Teachers were identified as an important influence, while parents and siblings also contributed substantially to students’ reading engagement. School-based practices such as group reading, storytelling, silent reading, paired reading, library periods, reading clubs, book fairs, and reading challenges were reported as useful strategies for strengthening reading engagement. The study concludes that a sustained reading culture requires coordinated action among schools, teachers, families, and students, with greater emphasis on access to diverse and age-appropriate materials, reading for pleasure, structured reading opportunities, and supportive home environments.

Keywords: reading habits; academic performance; lower primary education; reading culture; literacy; Tashitse Cluster