Our ServicesResearch and InnovationAUB Research SeriesPublication

Factors Affecting Academic Achievements of Cambodian English Students at a Private School in Phnom Penh: Insights from Parents, Teachers, and Students

Sivguy Te

ACLEDA University of Business, Phnom Penh, Cambodia

Samnang Long

ACLEDA University of Business, Phnom Penh, Cambodia

Ravun Pring

ACLEDA University of Business, Phnom Penh, Cambodia

Muoyseam Chang

ACLEDA University of Business, Phnom Penh, Cambodia

Marady Phoeun

ACLEDA University of Business, Phnom Penh, Cambodia

ISSN: 3078-3771 (Print)

DOI: https://doi.org/10.71215/ars.202656

Keywords: Academic achievements, private schools, learning outcomes, Cambodian students, parental involvement.

Published: 2026-08-14

How to Cite in APA Style: Te.S., Long.S., Pring.R., Chang.M., & Phoeun.M. (2026). Factors affecting academic achievements of Cambodian English students at a private school in Phnom Penh: Insights from parents, teachers, and students. AUB Research Series, 5, 147–169.

Download

Abstract

This study explored the factors influencing English academic achievement among Cambodian students at a private school in Phnom Penh. A qualitative case study design was employed to gain an in-depth understanding of the perspectives of parents, teachers, and students regarding academic achievement. Data were collected through semi-structured interviews with 12 purposively selected participants, including four teachers, four parents, and four students. The interview data were analyzed using thematic analysis. The findings revealed three major factors influencing students' English academic achievement: parental involvement, teacher quality, and student learning behaviors. Parents contributed to students' success by monitoring learning activities, communicating with teachers, and providing academic and emotional support. Teachers emphasized the importance of professional competence, instructional effectiveness, and continuous professional development, while students highlighted motivation, self-discipline, independent learning, and positive peer relationships as essential contributors to achievement. The findings suggest that academic success is shaped by the combined efforts of students, parents, and teachers within a supportive learning environment.

Authors' Biography

Sivguy Te earned a Bachelor of Education (B.Ed.) in English from the Institute of Foreign Languages (IFL), Royal University of Phnom Penh, in 2009, completed a Teaching English as a Foreign Language (TEFL) program at the same institution in 2016, and obtained a Master of Education (M.Ed.) in Educational Studies from the Royal University of Phnom Penh in 2018. With nearly 20 years of experience in English language teaching from 2006 to 2026, he has taught at various schools and higher education institutions and has held several professional positions, including Manager, Vice Principal, and Lecturer. He is currently serving as a Lecturer of English at ACLEDA University of Business, where he continues to contribute to English language education and educational development through teaching and academic research.

Samnang Long is a higher education professional with over 16 years of experience in teaching and academic management. He holds a Master’s Degree in Education from Northeast Normal University under the Chinese Government Scholarship and a Bachelor’s Degree in Teaching English as a Foreign Language. Currently, he serves as a Senior English Lecturer at ACLEDA University of Business, specializing in interactive and student-centered teaching methodologies.

Ravun Pring is a lecturer A of English at ACLEDA University of Business (AUB) with 15 years of experience spanning instruction, academic management, and educational leadership. He holds degrees in TEFL (BA), TESOL (MA), and Business Administration (MBA), along with Cambridge TKT certifications. Prior to joining AUB, Mr. Ravun held leadership positions including Vice Principal at The Learning Lab and Academic Manager at Goodwill International School. An accomplished speaker and strategist, he was the 1st runner-up at the 2016 National Public Speaking Competition, a UADC debater, and a PhillipBank Business Plan Competition winner. At AUB, he actively instructs, mentors students and facilitates the English department for academic classes.

Muoyseam Chang earned a Bachelor of Education (B.Ed.) in English from the Institute of Foreign Languages, Royal University of Phnom Penh in 2014 and obtained a Master of Education (M.Ed.) in Educational Studies from the Royal University of Phnom Penh in 2019. She has been teaching English since 2008 at various schools, and currently she is lecturer at ACLEDA University of Business.

Marady Phoeun is currently a senior lecturer teaching many different English courses at ACLEDA University of Business. She earned her Bachelor of Education in Teaching English as a Foreign Language (TEFL) from the Institute of Foreign Languages in Phnom Penh, and a Master of Education in Educational Technology and Communications from Naresuan University, Thailand. Besides her academic background, she has worked as a foreign language program coordinator for more than two years and has been teaching English to teenagers and adults for more than nine years. Her research interests include Flipped Classroom, Communicative Language teaching (CLT), Technology-Enhanced Language Learning and English Language Pedagogy.

Authorship Disclaimer

The authors are solely responsible for the content of this article. The views expressed herein are those of the authors and do not necessarily reflect the views of the journal, its editors, or the publisher.

AI Use Declaration

The authors declare that artificial intelligence (AI) tools were used only to assist in language editing, grammar improvement, and clarity of writing. All research design, data collection, data analysis, and interpretation of results were conducted by the authors. The authors take full responsibility for the originality and integrity of the content presented in this study.