The Influence of Reading Culture on Academic Achievement among Secondary Students in Morocco

Abstract

This study examines the relationship between reading culture and academic achievement among secondary school students in Morocco. The research investigates how reading habits, frequency, and preferences influence students' academic performance across various subjects. A mixed-methods approach was employed, combining quantitative surveys with qualitative interviews involving 385 secondary students from urban and rural schools in Morocco. The findings reveal a significant positive correlation between regular reading practices and academic achievement, with students who engage in consistent reading activities demonstrating higher grade point averages and improved critical thinking skills. Furthermore, the study identifies barriers to developing a robust reading culture, including limited access to diverse reading materials, socioeconomic factors, and the predominance of examination-oriented learning. The research highlights the necessity for educational stakeholders to prioritize reading initiatives and create supportive environments that foster literacy development. These findings contribute to understanding educational outcomes in North African contexts and provide actionable recommendations for curriculum developers and policymakers.