FACTORS AFFECTING STUDENTS READING HABITS IN SECONDARY SCHOOL

CHAPTER ONE

INTRODUCTION

1.1    BACKGROUND OF THE STUDY

Reading is a great way to stay educated and gain new skills and abilities (Mayer, 2010). reading allows students to gain new knowledge and become more proficient in their disciplines. loan (2009) underlined that those who read regularly have the opportunity to widen their mental horizons and enhance their chances of success. Furthermore, Mayer, (2010) said that reading habits play an important part in achieving people's practical efficiency.

Reading is the foundation of any literacy program. it is one of human civilization's earliest practices. it is acknowledged as a type of art capable of altering a man's life and society as a whole. reading has been a passion of the world's finest minds throughout history. without a doubt, an illiterate society is a restricted society (Howie, 2009). this is due to the fact that reading acts as a tool for the access and refinement of people's intellectual properties from generation to generation, ensuring continual human and societal changes and advancements. reading, according to rubin (2002), is a comprehensive integrative process that begins with the reader and involves the emotive, psychomotor, and cognitive domains. According to Magara & Batambuze  (2005), reading provides humanity with the means to transfer information to each successive generation; it allows one to listen to the wisdom and people of the past.

Reading is not just important in school; it is also important in life. Reading in all of its forms is essential for being more educated and having a better knowledge of ourselves and others. It prepares men to be intelligent and creative members of a democratic and harmonious community (Howie, 2009).  This implies that a person who is devoted to reading will not only become a leader, but a successful adult leader capable of overcoming life's obstacles and issues. In other words, leaders are readers, hence reading is synonymous with leadership. Because every unknown word or phrase is searched up in a dictionary, reading allows children to enhance their bulk of vocabulary. As a result, there is positive growth in the written and spoken language of pupils who read voraciously (Magara & Batambuze 2005). Reading is one of the language skills, along with skimming, scanning, focused reading, and comprehensive reading. According to reading studies, excellent readers read widely, have a fluid reading style, and rely on a variety of abilities.

Reading habits are shifting as a result of technological advancement. While technology is gradually gaining influence over human lives in our society today, the reading habit is rapidly fading into obscurity (Gbadamosi, 2007). Students no longer like reading educational materials. Instead, they devote more time to social media platforms such as Twitter, Facebook, 2go, and Whatsapp, among others. Students' frequent usage of these social media appears to be a source of distractions when reading their required coursework. Browsing the internet, chatting with friends, sending nonstop SMSs, watching photos, pornography, and playing music, among other things, appear to be the order of the day, making reading a book or any other written material in a quiet or peaceful corner of a library or home an archaic idea for most school children and adults (Gbadamosi, 2007). However, pupils' use of social media is influenced by their family background. This is due to the fact that pupils from low-income families may not have the same access to social opportunities as those from higher-income families.

1.2 STATEMENT OF THE PROBLEM

Though the significance of reading and fostering a healthy reading culture is mind blowing, the majority of secondary school students are unable to engage in meaningful reading activities both at school and at home due to a variety of variables influencing their reading culture (Mayer, 2010). Curriculum materials, social media, home family background, gender, and school location are some of the literature-revealed variables of students' reading culture. These drivers of students' reading culture cause students to read less and concentrate on reading required textbooks simply to pass exams; this condition has resulted in poor language coordination and expression, as well as low academic achievement. As a result, pupils' inventiveness in numerous facets of life is hampered. Yet, literacy should be defined as the ability to read and write; however, in the context of this study, the emphasis is on reading culture. It is also critical to explore if bad reading culture among junior secondary school pupils, which leads to low performance, may be ascribed to factors such as curriculum, family background, social media, gender, and location (Howie, 2009).

1.3 OBJECTIVES OF THE STUDY

The primary objective of this study is to assess the Factors affecting students reading habits in Secondary School. Other aims of this study are:

i.          To examine the impact of gender on students reading habits in Secondary School

ii.        To assess the effect of home background on students reading habits

iii.      To examine the impact of teachers on students reading habits

iv.      To examine the effect of social media on students reading habits

1.4 RESEARCH QUESTIONS

i.          Does gender have impact on students reading habits in Secondary School?

ii.        Does home background affect students reading habits?

iii.      What are the impact of teachers on students reading habits?

iv.      Does social media have effect on students reading habits?

1.5 SIGNIFICANCE OF THE STUDY

The study's findings would be useful to students, instructors, parents, curriculum developers, and future researchers. This study's findings may be of critical value to students in secondary schools. This is informed by the fact that they will be aware of the amount to which certain things impact their reading culture, which will shine a light on them and so give them with possibilities to read better as they pursue further education.

This study will also be of great help to scholars as it will serve as an existing material for further research and future studies.

1.6 SCOPE OF THE STUDY

This study will focus on assessing the factors affecting students reading habits in Secondary School. Teachers and Students of Hope Waddel Secondary School Calabar, will serve as enrolled participants for this study.

1.7 LIMITATIONS OF THE STUDY

This study will be limited to assessing the factors affecting students reading habits in Secondary School. This study will also be limited to Cross River State and as such the findings of this study can not be used any where else until further research is carried out.

1.8 DEFINITION OF TERMS

Factors: a circumstance, fact, or influence that contributes to a result.

Students: A student is primarily a person enrolled in a school or other educational institution and who is under learning with goals of acquiring knowledge, developing professions and achieving employment at desired field

Reading habits: the manner in which an individual organizes his study

REFERENCE

Gabriel, B. E., Bassey, U. B. & Randy, O. O. (2004). Beyond academic reading: Popular reading for lifelong learning. literacy and Reading in Nigeria. 10(1), 54-58

Gbadamosi, T. (2007). Library reading culture and students’ academic performance insecondary schools in Oyo State. Middle Belt Journal of Library and Information Science, 7(2), 42-58.

Howie, S.J. (2009). Language and other background factors affecting secondary  pupils’ performance in mathematics in South Africa. African Journal of Research in Mathematics, Science and Technology Education, 7, 1-2

Igbokwe, U.L. & Eze, U.N. (2009). Classroom management for curriculum implementation: Applying psychology principles. Enugu Timex

Igbokwe, U.L. & Eze, U.N. (2009). Classroom management for curriculum implementation: Applying psychology principles. Enugu Timex

Igwebuike, T. B., & Ikponmwosa, I. O. (2002). Influence of school local and achievement level on integrated science students’ perception of their classroom environment. Developing Country Studies, 3, (1), 67-69

Loan, A. F. (2011). Reading habits of rural and urban college students in 21st century.

Magara & Batambuze C. (2005). Towards a reading culture for Uganda. African journal of library Archive and information science 15 (1): 13-16

Margianti, E. S., Frasere, B. J. & Aldridge, J. M. (2002). Investigating the learning environment and students’ outcomes at the university level in Indonesia. Paper presented at the annual meeting of the Australian Association for Research in Education (AARE) Fremantle, Western Australia, December.

Mayer, R.(2010).Cognitive theory of multimedia learning.

Get this material NGN 5,000

Message Us on WhatsApp  »