Students’ Motivational Factors behind Acquiring Shadow Education and Reasons for Creating New Generation Schools in Cambodia

DOI:

https://doi.org/10.58421/gehu.v1i4.51

Authors

  • Houn Thon School of Foreign Languages, the University of Cambodia
  • Sereyrath Em National University of Cheasim Kamchaymear (NUCK)
  • Sina Pang Graduate School of Education, Hiroshima University
  • Ravy Nhor School of Foreign Languages, the University of Cambodia

Keywords:

Motivational factors, Shadow education, Private tutoring, New Generation School (NGS)

Abstract

The current study explores the motivational factors behind acquiring shadow education in Cambodia. We adopted documentary design, which is one of the qualitative methods. We collected relevant documents on shadowing in Cambodia and analyzed them qualitatively using the proposed content analysis. This study indicated that the leading motivational factors behind acquiring extra education in Cambodia were students' grades and overemphasis on examinations, school quality, teacher economic benefits, or teacher corruption. The findings from these studies could be used to discuss and generalize the motivational factors behind acquiring shadow education in the Cambodian educational context. Along with the existing shadow education, causing difficulty for the poor, the Royal Government of Cambodia and the Ministry of Education, Youth and Sports (MoEYS) have taken measures to eliminate this type of education by turning some schools into New Generation Schools (NGS).

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Author Biographies

Houn Thon, School of Foreign Languages, the University of Cambodia

Thon Houn is a government teacher of English with a higher education degree working at Samdech Techo Hun Sen Prek Ambel high school and a part-time lecturer at the University of Cambodia. Currently, he is a Ph.D. student in Educational Administration at the University of Cambodia, Cambodia.

Sina Pang, Graduate School of Education, Hiroshima University

Sina Pang is a Cambodian government teacher of English with a higher education degree working at Bun Rany Hun Sen Bati High School, a part-time lecturer at the University of Cambodia (UC), and a Director of the Academic Foundation Department at the University of Cambodia (UC). His research interests include English language education at secondary school, ICT in education, and English teaching methodology. He holds a Bachelor’s Degree in Education from the Royal University of Phnom Penh, and a Master’s Degree in TEFL from The University of Cambodia. Currently, he is a research student in International Education at Hiroshima University.

Ravy Nhor, School of Foreign Languages, the University of Cambodia

Ravy Nhor is a Cambodian government officer working at the Secretariat General of the Constitutional Council of Cambodia (CCC), a part-time lecturer at Phnom Penh International University (PPIU), and a part-time teacher of English at Standard Testing and Global Education Institute of Paññāsāstra University of Cambodia (PUC). His research interests include assessment practice in EFL, English language teaching (ELT), ICT in education, and English teaching methodology. He holds a Bachelor’s Degree of Arts in Teaching English to Speakers of Other Languages (TESOL) from Paññāsāstra University of Cambodia (PUC), and a Master’s Degree of Arts in Teaching English as a Foreign Language (TEFL) from the University of Cambodia (UC).

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Published

2022-11-14

How to Cite

[1]
H. Thon, S. Em, S. Pang, and R. Nhor, “Students’ Motivational Factors behind Acquiring Shadow Education and Reasons for Creating New Generation Schools in Cambodia”, J.Gen.Educ.Humanit., vol. 1, no. 4, pp. 201–212, Nov. 2022.

Issue

Vol. 1 No. 4 (2022): November

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Articles

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