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All Journal Journal of Classrom Action Research Gateway for Understanding Research in Education
Borey Chhen
Battambang Teacher Education College, Cambodia
Languange, Linguistic, Communication & Media

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The Use of the STAD Strategy to Promote Students’ Achievement in Science Education Smiror Vann; Da BOU; Rorthmony Norm; Linna Nin; Borey Chhen
Gateway for Understanding Research in Education Vol. 2 No. 1 (2026): May 2026
Publisher : CV. Get Press Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69855/guru.v2i1.438

Abstract

Science is a subject that requires teachers to apply teaching strategies that encourage students to work in groups, participate in answering questions, and create an active classroom environment that enhances learning outcomes. This study examined the effects of the STAD teaching strategy on students' achievement and engagement at 2 Thnou Primary School, Battambang, Cambodia. A quantitative design with a quasi-experimental approach was employed using two Grade 5 classes, selected through simple random sampling. The experimental group, which employed the STAD strategy, consisted of 51 students, and the control group, which received instruction using conventional techniques, consisted of 51 students. The researchers compared the mean scores of the two groups and evaluated changes in academic performance by analyzing pre- and post-tests. The researchers also used an observation checklist to monitor students' participation during STAD lessons. The results showed that the experimental group scored higher on average than the control group. Furthermore, the observations revealed that STAD enhanced students' engagement in cooperative activities, group discussions, and answering questions, leading to a more vibrant learning environment. The study indicates that using the STAD strategy can significantly enhance student engagement and academic achievement in science education. In conclusion, the STAD teaching strategy effectively improves learning outcomes and promotes active participation among Grade 5 students in science.
The Effect of the SWBST Strategy on Reading Comprehension and Writing Skills of Cambodian Fourth-Grade Students Rorthmony Norm; Da BOU; Smiror Vann; Linna Nin; Borey Chhen
Journal of Classroom Action Research Vol. 5 No. 1 (2026): February 2026
Publisher : English Lecturers and Teachers Association (ELTA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52622/jcar.v5i1.598

Abstract

Reading comprehension is crucial to students' academic achievement; however, some Cambodian primary school students struggle to comprehend written materials. This study investigates the impact of the Somebody-Wanted-But-So-Then (SWBST) instructional technique on reading comprehension and writing skills in Grade 4 students in Cambodia. The study employed a sequential explanatory mixed-methods design, commencing with a quantitative phase and subsequently transitioning to a qualitative phase. A quasi-experimental methodology assessed the effect of the SWBST strategy, while student interviews offered insights into their perspectives on the method. Findings indicate that students who received SWBST instruction outperformed their counterparts in the control group, especially in recognizing main ideas and summarizing texts. A substantial association exists between reading comprehension and writing proficiency, illustrating the intimate connection between two literacy skills. Students demonstrated favorable opinions towards the SWBST method, indicating enhanced engagement and comprehension during reading exercises. The results suggest that broader implementation of the SWBST technique in Cambodian primary schools may enhance literacy outcomes and cultivate a more conducive learning atmosphere. Keywords: primary education, reading comprehension, student perception, SWBST strategy, writing skill
The Role of Scaffolding in Early Literacy Development among First-Grade Students in Cambodian Primary Schools Linna Nin; Da BOU; Borey Chhen; Rorthmony Norm; Smiror Vann
Journal of Classroom Action Research Vol. 5 No. 1 (2026): February 2026
Publisher : English Lecturers and Teachers Association (ELTA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52622/jcar.v5i1.612

Abstract

Early-grade students in elementary schools must master consonants and vowels to develop accurate reading and spelling skills. This study investigates the effectiveness of word writing among Cambodian first graders with three main objectives: (1) to assess the efficacy of writing consonants and vowels, (2) to examine the relationship between orthographic ability and word-writing skills, and (3) to evaluate teacher motivation for facilitating students' writing practice. A quasi-experimental (pretest-posttest) design was employed, involving observations of 41 first-grade students. Findings indicate a statistically significant improvement in the mean score from M = 5.65 (SD = 2.80) to 8.45 (SD = 2.77), a t-test (t = 5.318***; P-value = 0.000), and a coefficient (r = 0.63) shows that students proficient in writing consonants and vowels demonstrate improved spelling abilities and strength positively relation of their writing words. Additionally, students demonstrated enjoyment, active participation, and cooperation during classroom activities, and showed increased confidence in writing on the boards. Further research should investigate the impact of this approach on writing skills, including the construction of longer words, phrases, and sentences, as well as reading comprehension, among second- and third-graders, thereby testing the effectiveness of scaffolding across various educational contexts. Keywords: consonants, primary education, scaffolding strategy, vowels, word writing
Co-Authors Da BOU Linna Nin Rorthmony Norm Smiror Vann