Determining the effect of internal and external educational factors on students' literacy

The purpose of the present study was to determine the literacy rate of fifth grade female students in Isfahan primary school and to identify the influential factors. , a descriptive-survey and causal-comparative research method was used. The statistical population of this study is all fifth grade female students of Isfahan elementary school who are studying. Using a multi-stage cluster random sampling, one area was selected randomly from 5 districts. Of the 90 girls' elementary schools, one school and then 100 were randomly selected and a literacy questionnaire was distributed among them. Three tools were used in this study: Persian reading test and two other questionnaires, one for students and the other for teachers. The results showed that the mean scores of school facilities and atmosphere for reading were 2.01 (out of 5) with a standard deviation of 0.89 and the mean of classroom activities for reading was 2.95 with a standard deviation of 0.64, both of which were less than Intermediate level was 3 which in the end, the effect of intra-school factors on reading was not significant. In extracurricular factors, the effect of social class and parents' effort to improve reading were significant with 0.001, 0.0043, and 0.95, respectively. The results showed that the relationship between extracurricular scores and factors (atmosphere and school facilities and teaching methods) and extracurriculars (parental effort to improve children's literacy, social class, sibling literacy) was 0.613. Significant (p = 0.001) and 38% of the variance of students' average was predicted by the above variables.