CHAPTER ONE
1.1 Background to the study
Reading is very strategic in daily life of the literate people and
students' academic progression. There is no way any individual can
survive the academic rigours and demands if such a person cannot read
very well or cannot read at all. It was the culture in the times past for pupils
in the primary and students in the secondary schools, colleges and
universities to be exposed and made to read widely and cover several class
reading materials. Today is not what is experienced. Students no longer
boast of the number of reading materials they cover within a given period
but can tell you the number of home video films and fun oriented
television programmes they have watched on daily basis.
Reading culture is the process of building up positive reading
attitude among students and children over a period of time. When an
individual habitually and regularly reads books and other information
materials that are not necessarily required for him to advance in his
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profession or career, he is said to have a reading culture (Gbadamosi,
2007). Oyemike (2012), observed that students exhibit reading culture
only, during examination periods while only, very few make attempts at
reading for knowledge and pleasure. Rather than cultivating reading
culture, most students have turned their reading time to the period for
watching movies, playing of internet games, social media interactions
with friends etc. Palani (2012), this is a devastating situation that is
capable of damaging educational development as well as national
excellence. Chika (2009), states that the declining interest, of students to
the reading culture poses a serious futuristic problem for the country.
A good reading habit opens an opportunity for greater
achievements. Reading is one of the fundamental building blocks for
learning and developing a literate society that can compete with the global
world (Sisulu, 2004). As a country, Nigeria still has a long way to go in
terms of educational transformation which is only possible through a good
reading culture. This debased interest in reading among Nigerian students
has become a case of worry among scholars. According to Nssien (2008)
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reading culture has been suffering and adversely, affecting the educational
development of the nation Nigeria. Reading habit is however the single
most important determinant of a student’s success in education and in the
modern complex society.
The school in general, is a social educational institution designed
for training of citizens for the national development. At any level of
education, whether primary, secondary or tertiary, reading is very
common and the primary thing that should characterize the student's life
(Otu 2011). It is the objective of the national policy on education (NPE
2004) to use the 6-3-3-4 or 9-3-4 system of education to make individuals
self-reliant, productive and efficient thereby contributing to a great extent
to national development. It is expected that students in secondary schools
should be able to have satisfactory academic performance but how can
this be possible without efficient reading background? Bond and Tinker
(1973), remark that proficient reading is necessary for success at all levels
of education. It is as essential as a tool for learning a large portion of
subject matter throughout successive school levels.
3
Ipaye (1986) believes that counsellors have very important duties
to perform in the academic counselling as far as reading habits are
concerned. In order to help students acquire reading skills, the counsellor
will first do a need assessment, by finding out what reading habits are to
determine their problems. The counsellor will then be able to guide the
students on how to read; which include taking notes, methods of note
taking, library skills, reading strategies, what to read, where to read and
when to read (Otu 2011).
Onyejiaku (1989) study on reading habits revealed that whenever a
student adopts effective reading habit, his learning skills, his
understanding of learning materials and his memory processing both test
and examination are improved appreciably. According to Roth (1992)
psychologists and educators at every level have expressed concern over
the maintenance and stimulation of achievement and the kind of social and
personal problems that result from its absence. Most studies on reading
habit have shown that students are usually influenced by the reading
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habits/culture. Thus Roth (1992) concludes that people's achievement is
functional to her perception of the self and the individual is motivated by
a need to achieve at a level which is consisted with his or her current
habits.
1.2 Statement of problems
In the absence of a good reading culture, there will indeed be an
increasing rate of failure in both, internal and external examinations by
students, increasing students' drop-out rate, poverty, production of
unqualified man power, increasing rate of illiteracy, frustration and loss
of self-esteem. Absence of good reading habit skills brings lack of
confidence in children resulting in poor attitude towards school work and
as well as esteem problems later in life, Fosudo (2010). Nigerian graduate
confirms the fears over the lack of interest by students to embark on
reading project as a way of life. Observations revealed that, the average
graduate with a degree or certificate does not merit the qualification they
have achieved. Emphatically, the average Nigerian graduate lacks
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technical skills, lacks a good command of English, and is half backed or
poorly trained, such that gaining employment becomes a challenge.
1.3 Research Objectives
The objectives of this study: Effect of reading culture in academic
performance of students is to:
i.
Identify personal characteristics of respondents.
ii.
Highlight the perception or view of students towards reading.
iii.
Identify the effect of reading culture and the academic
performance of students.
iv.
Identify the factors influencing reading culture among
students.
v.
Identify the problems limiting respondents from having
positive reading culture.
1.4 Research question
i.
What are personal characteristics of respondents?
ii.
What are respondents reading rate?
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iii.
What are the problems limiting respondents from having
positive reading culture?
1.5 Scope of the study
This research work focuses on the effect of reading culture on the
academic performance of students would be carried out among students
of the school of Secondary Education: Vocational and Technical
Education of Federal College of Education (Special), Oyo, Oyo State.
1.6 Significance of the study
It is hope that result findings of this research will be of relevancy
or significance in the following areas:
i.
It will help students to make adequate planning on reading so
as to boost their academic performance.
ii.
It will enlighten the teacher on what to do to promote reading
culture among students.
iii.
It will serves as an eye opener for educational policy makers
or planners and administrator on the effect of reading culture
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on the academic performance of students thereby promoting
adequate preparation in planning the curriculum.
iv.
It will help the parents to provide necessary reading materials
for their children and monitor them in order to improve their
reading habits
1.7 Definition of terms
This section will define terminologies used in the course of this
research
Reading: Is the complex act of dealing with communication in
written form visual or in pictorial illustration.
Reading culture: is the process of building up positive reading
attitude among students and children over a period of time.
Students: Is a learner who is enrolled in an educational institution.
Academic performance: Can be defined as the level of
accomplishment the person or an individual students in academic
line achieves in a given time.
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Factors: Can be defined as any thing that contribute causally to a
result i.e. the numbers of factors that determine an outcome of a
thing.
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CHAPTER TWO
2.0 LITERATURE REVIEW
2.1 The concept of reading culture
Reading is a term used to refer to an interaction by which meaning
encoded in visual stimuli by an author makes meaning in the mind of the
reader. It involves the recognition of printed or written symbols which
serve as stimuli for the recall or meaning through the intellectual
manipulation of concepts already possessed by the reader. The resulting
meanings are thereafter organized into thought process according to the
purpose adopted by the reader, such an organization leads to modified
thought and/or behaviour, or else leads to a new behaviour which takes its
place either in personal or in social development. From another
perspective, reading is defined as the vocalization of words in a given
passage and the process of giving meaning to materials. This definition
refers to reading aloud which beginners do quite often and enables
teachers to detect and to correct errors spontaneously.
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Although, reading can be done aloud but vocalization in the course
of silent reading slows down reading pace. For reading to be effective, it
should be done with a good speed. Reading speed is expressed in the
number of character or words read per minute.
Reading and Reading Culture
Basic literacy according to Etim (2008) is an individual’s ability to
read, write, and speak in English. Reading is the Corner stone of learning,
Gbadamose (2007). The culture of reading is the regular activity of
reading. Reading is the complex act of dealing with communication in
written form, visual or in pictorial illustration. When a pupil reads, they
get the message in words, sentences, paragraphs and longer selection
presented in written form and pictures. Further the message might be in
descriptive material or imaginative material. In reading, the Child's task is
to understand the information given and to translate and apply the
information (Adima,1990).
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Widdowson cited in Hanna (2011) suggests that reading is the
realization of general interpretative process which underlies all
communicative activities that operate at different levels of mental activity.
According to him, the first level begins with the immediate
comprehension of information while the second is the dissemination of
this information into patterns of conceptual significance. He went further
to state that reading is not just a question of reaction but interaction
between the writer and the reader which is mediated through the text. The
extraction of text depends crucially on two things, that is; the reader's
knowledge and his purpose which depend on the writer's effectiveness, in
giving the reader the necessary idea to activate his knowledge and the
absorbing of new knowledge from the text. Sandars (2007) defines
reading culture as a learned practice of seeking knowledge, information
or entertainment through the written word. The practice could be acquired
by reading books, Journals, Magazines, and Newspapers etc. Having a
reading culture is necessary for citizens if the future of the country is to
be guaranteed. Krashen cited in Adeniji and Omale (2010)opines that
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reading is a crucial form of communication through which we get most of
the information required in learning and teaching situations and in
everyday life.
Reading plays an integral part in the education of individual,
especially young children. It is so important that it cannot be eliminated
from the education process. Reading is defined as a basic life skill, it is a
cornerstone for a child’s success in school, and indeed throughout life.
Without the ability to read properly, opportunities for personal fulfillment
and job success will inevitably be lost. Reading creates a good foundation
and inspiration for a child’s development and education. It awakens
children’s interest in books, which help cultivate a reading culture in them
for a push to future academic excellence.
Reading provides an opportunity to develop children’s minds and
this helps them form enduring habits and character. It is significant that
children at their formative age should acquire love for books and reading
culture, which will contribute to their subsequent reading success.
According to the UNICEF (2005), young children are in their most
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important development stage of life, what they learn now and what
happens to them now will influence them for the rest of their life and the
early years of the child are the most determinant of the child’s
psychosocial and cognitive development.
The most formative years of a child are prior to the entry of the
child into the primary school. This period can be regarded as a period of
a remarkable brain development which lays an amazing platform for
subsequent learning.
Santrock (2005) affirms that while the brain continues to grow in
early childhood, it does not grow as rapidly as in infancy. By the time
children have reached three years of age, the brain is three-quarters of its
adult size. By age five, the brain has reached about nine-tenths of its adult
size.
Research has shown that half of a person’s intelligence potential is
developed by age four and early childhood interventions can have a lasting
effect on intellectual capacity, personality, and social behavior (Young,
1996).
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Reading culture and love of reading are developed in the home of
the child. Cultivating reading culture in youngest readers should start right
from the birth of a child and the book can be considered as the third parent
of a child. As stated by (Needleman cited in Wells, 2007), infants can see
and hear at birth, and seem genetically programmed to prefer to look at
faces and listen to human voices. Infants perceive the world through all
these senses, and transfer information from one sense to another. Children
learn predominantly by association. If books are part of loving parentchild interactions from an early age, children will associate the presence
of books with all of the positive feelings of being held and loved.
Undoubtedly, these associations are encoded in a profound way in the
child’s developing brain.
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2.1 Reading in Nigeria
A lot has been heard over the past couple of years about declining
reading culture in Nigeria. Looking critically at Nigeria as a whole, lack
of reading culture has been described as one of the major causes of the
problems militating against the development of our society (Nigerian
Tribune, 2010). The situation is even getting worse, because our leaders
of tomorrow –our children- are growing up with even less attraction to
books and serious reading. They appear to be more interested in television,
especially the highly-addictive cartoon channels (Vanguard, 2009).
Children should be discouraged from watching television all the time.
Wells (2009) is of the opinion, that a young child’s growing mind
needs active play and live conversation. Television puts a child into what
neurologists call the ‘Passive Alpha State’. A child cannot learn from
screen because programs are meant to sell products not to teach. She
further emphasized that television and video are now our national
babysitters. Our popular television culture degrades the imagination, but
children who read succeed and books boost the imagination.
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The Director General of the United Nations Educational, Scientific
and Cultural Organization (UNESCO) Irina Bokova (2010), on a review
of the role of books in our constantly evolving world, appealed to
policydecision makers, publishers, educators and civil society to consider
once again the most effective ways of promoting that irreplaceable tool of
knowledge: The book. More importantly, the fact that the reading culture
in Nigeria is declining drastically and the observation is that Nigerians
have poor reading culture, should be a great concern to everyone in our
society. Nigerian children of today are in a disadvantaged position
compared with their counterparts in other parts of the world. In more
advanced countries, children from their first days of life are privileged to
have access to the wonderful collections of children’s books, well-stocked
children libraries and many other recreational facilities which stimulate
them and move forward to a brighter future. It is necessary to recognize
and pay attention to our children of today to safeguard their future.
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The current National Policy on Education (2004) highlights that
government shall establish and monitor a minimum standard for early
childcare centers in the country. It is expected that existence of library
facilities in these pre-primary settings is part and parcel of the minimum
standard set by the government.
A great number of these early learning settings are far away from
realization of this standard. In the Nigerian community, many nursery
schools can hardly be found to have library facilities, and this is
detrimental to the children in their formative years. As Prosalkova (1991)
stated, that the whole organism of the children’s library is aimed at
awakening in the child the desire to understand the world and himself, to
broaden his knowledge by turning to the book, to reading. Libraries in
these schools can be used as a platform for storytelling sessions with group
of children. Storytelling according to (Hume, 1988) is a natural and simple
way of communication and enjoyment with roots in our universal past.
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The National Policy on Education (2004) also stated that state and
local governments shall establish public libraries and actively promote
readership. This is a policy which is deserving of commendation.
However, is this really happening? After nearly seven years of
existence of the current National Policy on Education, it is sad to notice
that within a radius of about 50 kilometers or even more of the town center
of the surveyed community there is no single public or children library for
use of the population.
For this to happen, government especially at the local level should
re-emphasize the level of importance to the establishing of public and
children libraries. Libraries have a contribution to make to child’s
development as well as building reading culture in the youngest
generation. According to Prosalkova (1991), the public children library
can through its collection become the bridge, which connects new
generations with the culture of preceding generations, on the condition
that it ensures the child’s access to the finest examples of literature to the
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book he desires and needs not only in large cities, but in small settlements
too.
We live in globalized world, we have to capture and put into effect
the good things that parents, wealthy individuals, corporate organizations,
governments do for their children in advanced countries. According to the
United States Department of Education (2011), the President of the United
States of America, Barrack Obama, is committed to providing the support
that the youngest children need to prepare to succeed later in school. He
supports a seamless and comprehensive set of services and support for
children, from birth through age 5 because the President is committed to
helping all children succeed-regardless of where they spend their day, he
urges states to impose high standards across all publicly funded early
learning settings, develop new programs to improve opportunities and
outcomes, engage parents in their child’s early learning and development,
and improve the early education workforce.
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Here in Nigeria, on the 20th of December, 2010 the nationwide
campaign on promoting reading culture tagged “Bring Back the Book”
was launched by the Nigerian President, Goodluck Jonathan (Vanguard,
2010). This was a good push forward of the new ways of promoting
reading culture in the country. The decision of the President to embark on
this across the nation campaign showed interest in revamping the book
industry and rebuilding the reading culture. Out of concern over the
dwindling reading culture in the country, children’s book author and
chairman of Leadership Editorial Board, Fatima Akilu, in June 2011,
launched a campaign called the 100-Book Challenge. This challenge
strives towards getting children to read 100 books a year - an average of
two books a week. It notes that young readers can sign up for the program
at their school or local library. In her words “children will get
encouragement at every stage.” The program will help interested schools
to keep a log of how many books the whole school is reading. Parents will
also help evaluate children’s reading progress, and authors and celebrities
will visit schools for interactive reading sessions. Individuals and schools
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with the highest readership will be publicly recognized for their effort
(Sunday Punch, 2011).
With effective implementation, such programs like these, without
any doubt, will go a long way in improving the reading standard of our
children and they should be encouraged. It is important to invest in our
children’s education, particularly in their formative years, to provide a
solid footing for them in time to come. According to Mustard (2002), the
economic benefits of investing in early child development for society and
individuals are very great. Bokova (2010), rightly stated that children were
the most precious resource. With them our future lies, they are tomorrow’s
citizens, leaders and policy makers. By investing in the early years of the
child, we shall all be enriched. In the words of Rosemary Wells (2011)
reading to your little one is just like putting coins in the bank. It will pay
you back tenfold. Your daughter will learn and imagine, and become
strong in herself. Your son will thrive, and give your love back forever.
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To build a strong platform of reading culture for the children, which
is the foundation for their future, should we be concerned about the poor
reading culture of our children? Yes, we should! This is a worrying
situation. One can say that majority of Nigerian children particularly in
their formative years, which are very crucial years in the child’s life, are
deprived of that opportunity of family bonding that is one of the central
factors of cultivating the reading culture.
2.1.1 Need of effective reading culture
The acquisition of reading skills has a beneficial effect on all school
subjects, including social studies, science, mathematics, and so on. Poor
reading skill can make a child develop a poor attitude toward school and
can create self-esteem problems later in life (Fosudo, 2010).
Oke (1996) gives reasons why people read, including selfimprovement, pleasure and relaxation, and a feeling of pride and
prestige. According to Antwi (1985), studies show a relationship between
reading/early literacy and a child’s emotional, mental health, and social
behaviour. According to him, a study done in the US showed that reading
23
was correlated with delinquency, independent of neighborhood, ethnicity,
and family involvement, and was the same in both ethnic groups sampled
and constant over the age range studied. The degree of seriousness of
delinquent act was directly correlated to the degree of severity of reading
problems. The study also showed that early in the primary grades, children
who are struggling with literacy begin to experience failure and related
negative effects in interpersonal skills. These effects can include taskavoidance and acting out, lowered levels of personal regard, and seeking
of personal validation in venues that are anti-social.
In Nigeria, a study carried out by Henry (2004), reveals that 40
percent of adult Nigerians never read a non-fiction book from cover to
cover after they finish school. The average Nigerian reads less than one
book per year, and only one percent of successful men and women in
Nigeria read one non-fiction book per month. The same study showed that
30 million Nigerians have graduated from high school with poor reading
skills. Some Nigerians may not read because they are not working in the
right field(s). If regular reading and studying is a required condition of
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your job or profession, this in effect means you read, even if it is under
duress. The magnitude of this problem jeopardizes the future of our public
schools. What is most frustrating is that much of this reading problem can
be prevented if government, libraries, and teachers apply what is known
as reading instruction or techniques. The vast majority of the world’s
information today is not digitized; it is in print form, mostly in books.
Reading per se among young adults is not exactly on the wane, but the
delivery mechanism has changed. Communications with words is
thriving, but in a new format, reading online (Okebukola, 2004).
For many years, especially in the West, there have been doubts
whether the written medium of narration would survive the onslaught of
technology. Will children and adults who spend most of their time in front
of a television or computer continue to read books? Similar fears were
expressed at the end of the 19th century with the emergence of films and
cartoons. Books survived that era and maintained their position as a
parallel “technology”. Topo (2005) affirms that the need today is the
thoughtful integration of book reading with high tech, i.e., the integration
25
of multi-media activities such as photography, printing and drawing,
sewing and crafts, 3-D and digital art, hip-hop, claymation, and online
services in our libraries. This will reverse the decline in book reading
among children and adults. Oke (1996) affirms also that a conscious effort
should be made by all stakeholders in the educational system to promote
the reading habit. According to him, equipping libraries is the first
practical step in these efforts.
2.1.2 Poor Reading Culture
The way of life of a nation is influenced by the percentage of its
citizen who are literate. Cuba, for example, is adjacent to the US and has
the highest rate of literacy in the world. This is among the reasons why
Cuba has a vibrant economy despite decades of diplomatic conflicts with
the strongest nation in the world (Henry, 2004). Tracy (2008) asserts that
being a former British colony, Nigeria’s literacy culture ought to be as
standardized as that of the Britain. About 99% of British citizens can read
and write. The same cannot be said of Nigeria. Henry (2004), states that
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out of the 814 million illiterate people in the world, developing countries,
especially in Africa, represent a huge percentage. However, Latin
America, Asia, and others are making frantic efforts to drastically reduce
the illiteracy rate, but owing to the following reasons, the same cannot be
said of Africa.
Tracy (2008) asserts that being a former British colony, Nigeria’s
literacy culture ought to be as standardized as that of the Britain. About
99% of British citizen can read and write. The same cannot be said of
Nigeria. Henry (2004), states that out of the 814 million illiterates in the
world, the third world countries, most especially in Africa, have a huge
percentage of these illiterates. However, Latin America, Asia, and others
are making frantic efforts to drastically reduce illiteracy rate, but owing to
the following reasons, the same cannot be said of Africa.
Poverty: In sub-Saharan Africa, the impact of poverty is deeply felt.
Only a few people live above the poverty line. About 80% of Africans live
under hazardous conditions. The per capita income of an average citizen
27
in Nigeria, “the giant of Africa” with its abundant natural resources, is two
dollars. This, in no little measure, affects the reading habits of Nigerians.
Many are too poor to send their children to school. They lack money to
buy books and pay school fees.
Corruption: Corruption has a profound effect in Nigeria. The
government is trying to fight corruption, which has drastically affected
Nigerians reading culture. Corruption is present everywhere in Nigeria,
from government institutions to private organizations. In schools, for
instance, many students prefer to indulge in immoral acts rather than face
their studies diligently. Situations like trading sex for grades, sales of
ungraded textbooks to students at high fees, using money to buy
examination grades, and cheating in examinations abound in our
institutions of higher learning. Those who engage in these infamous acts
consider reading a waste of time.
Noise culture: A learning environment requires places for quiet
study. Most schools are in densely populated areas, where distractions
28
prevent the smooth flow of learning. Moreover, the “illiteracy syndrome”
has an adverse effect on the psyche of many Nigerian citizens. Most
people perceive noise to be an integral part of their culture.
Undue importance attached to wealth: Many Nigerian people
celebrate mediocrity at the expense of intellectuals. This is manifest in our
rush for material things. Some people abandon their educational careers
for the pursuit of money. Many have abandoned their education in search
of “quick money,” which they believe can be gotten in business or politics.
Many people run away from the village schools to take up jobs in Lagos.
Lack of reading language: In many homes, the language of reading
is introduced late; the first contact point of some children with this
language is in school. As children grow older, reading and its associated
activities become herculean.
Dearth of libraries: libraries play an important role in the
promotion of reading habits. However, these libraries (school and public)
are either non-existant or not playing their expected role. State and local
29
government, and proprietors of schools (government and individuals)
have not complied with library provisions in the National Policy on
Education (NPE). Public libraries are not being established where they are
needed. The few existing public libraries are neither adequately funded
nor stocked with reading resources that can affect the lives of citizens.
2.2 Perception/Attitudes of students towards reading.
Research evidence shows that students especially who are the focus
of this paper are not only deficient in reading skills but have also not
cultivated the habits of reading widely (Unoh, 1983 and Lawal 2008).That
is, there is the absence of the reading culture among the target learners.
This is evident in the failure rates that are persuasive in the Senior School
Certificate Examinations (SSCE) conducted yearly by internationally
recognised examining bodies such as the West African Examinations
Council (WAEC) and National Examinations Council (NECO). These
examining bodies often release to the general public the results of the
SSCE that are usually written yearly between April and July and students’
30
appalling poor performance has often been greeted with public
indignation. For instance, the Chief Examiners’ Reports as contained in
WAEC (2000-2012) show that candidates have consistently performed
poorly in English and Literature-in-English for a period spanning 12
years. The major reason given was that most candidates demonstrated lack
of comprehension of the given passages.
The persuasive and consistent failure rate of learners in internal or
public examination could be traced, largely, to the absence of a reading
culture. The reading culture refers to a sustained regime of reading both
textual and non-textual materials for the purpose of broadening one’s
horizons both in one’s chosen field and outside. Individuals who focus
mainly on reading for academic purpose alone will definitely be limited
in imagination and consequently, be myopic in judgment.
As noted by Lawal (2008) the bedrock of the reading culture is the
awareness of the tremendous values of reading in the modern world that
is increasingly complex and insecure. The values inherent in reading
extensively cannot be exhausted within the framework of this study.
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Suffice it to conclude that reading leads to emotional maturity, social
awareness, intellectual vigour, and economic self-sufficiency. As Unoh
(1983 and 1991, and Lawal, 2008)submit, learners who reads just to pass
examinations have, in the first instance, a negative attitude towards
reading and this has negative effect on reading comprehension
performance, and ultimately the inculcation of healthy reading habits.
Attitude, a pertinent concept in this paper, like reading, is a complex
phenomenon. Viewed primarily from social psychological perspective,
attitude could either be a positive or negative evaluation, feeling or action
of individuals towards people, objects, or things or issues in their
environment (Mukherjee, 1979) in Awe (2004).
Attitude exerts a great influence on reading, language learning and
general academic work (Blair, Jones and Simpson, 1975). The scholars
maintain that if learners have a positive attitude about teachers and like
school work, they will most likely experience some success and through
reinforcement, will work more effectively and achieve more nearly to
their capacity. Conversely, a negative attitude usually signifies that their
32
interests and energies are aimed elsewhere. Attitude, as it relates to
reading is a state of mind accompanied by feelings and emotions which
that make reading more or less probable (Smith 1990).The three main
types of attitudes that are relative to reading behaviours as identified by
Lawal (2008) are attitudes to intensive, literary, extensive reading
behaviours.
Learners’ attitudes to these types of reading behaviour must not be
negative/ambivalent or lopsided. Rather they must have positive and
balanced attitudes (Unoh, 1983 and Lawal, 2008). However, as these
scholars revealed, most learners, particularly those at the secondary school
levels have negative attitudes towards these reading behaviours. Majority
of them focus on intensive reading which is carried out mainly for
examination purpose. Hence, these scholars submit that the generality of
learners and indeed, adults read only for the achievement of a desired
objective–success in examination or job procurements.
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Since reading is a complex activity, some theories of reading have
been put up in order to understand the complexity involved. We have the
bottom-up, top-down and the interactive models. Each of this has
implication for reading pedagogy, that is, teachers of reading should take
cognizance of this and apply approximate approaches when teaching. For
example Manzo and Manzo (1993) maintain that an understanding of the
nature of reading will help teachers more accurately to identify causes of
reading problems and better diagnosis. Apart from the complexity in
understanding the nature of reading, there are further complexities for
second language learners. The cognitive ability required for a given text
varies and it is in hierarchical degree of difficulty (Adebileje, 2001, Lawal
2008 and Schmitt 2010). From the lowest in the hierarchy we have the
literal, inferential, evaluative and the highest, being the creative level. The
literal reading is regarded as the lower-order skill while the last three are
the higher-order reading skills which are mostly needed for academic
development.
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Learners who are not equipped with the higher-order skills usually
have reading problems which invariably lead to the development of
negative attitude towards extensive reading through which learners
develop intellectually. It is imperative for teachers at the primary and
secondary school to know the systematic patterning in the reading skills
classification so as to use them to enhance learners’ reading development
as they ascend different academic ladder.
Today, most Nigerian adolescent learners face lots of distractions
that compete with the zeal (if any) to read. This is occasioned by the
astronomical advancement in digital literacy which no doubt, has its gains
and attendant drawback. The television, computer, home video games,
and particularly, the Global System of Mobile (GSM) communication
which can be used for diverse social networking on the internet contest
with the love for reading books. The home, which is the first teacher that
child is exposed to and the school system, have unfortunately not been
able to successfully supervise the use of these electronic related devices.
One could safely conclude that these agencies of education and of course
35
the society at large, which should all partner to support the reading culture,
are not fully alert to their responsibilities. It appears that the digital
technology is gradually taking over every aspect of human endeavours
while reading is gradually disappearing to the horizon. Invariably,
performance in reading and English language continues to be at the lowest
ebb and the benchmark of literacy for all becomes a mere rhetoric.
2.3 Effect of reading culture on the academic performance of
students
Reading habits are well-planned and deliberate pattern of study
which has attained a form of consistency on the part of students toward
understanding academic subjects and passing at examinations. Reading
habits determine the academic achievements of students to a great extent.
Both reading and academic achievements are interrelated and dependent
on each other. Students often come from different environments and
localities with different levels of academic achievement. Therefore, they
differ in the pattern of reading habits. While some students have good
reading habits, others tend to exhibit poor reading habits. Academic
36
achievement means how much knowledge the individual has acquired
from the school (Bashir & Mattoo, 2012).
A creative and pragmatic education involves the habit of personal
investigation. The act of personal investigation requires self-study to be
followed by self-thinking and analysis. Self-study, otherwise referred to
as reading at one’s own accord, requires a habit, which is known as
reading habit. Reading makes way for a better understanding of one’s own
experiences and it can be an exciting voyage to self-discovery. “Reading
habit is best formed at a young impressionable age in school, but once
formed it can last one’s life time (Green, 2001).
Reading and academic achievement are essential for research
workers and educationists to know that every child whether he or she is
gifted, average, normal or backward etc, should be educated in his or her
own way but if he or she possesses good study habits, he or she can
perform well in academics and in every situation. It is the reading habits
which help the learner in obtaining meaningful and desirable knowledge.
37
Good reading habits act as a strong weapon for the students to excel in life
(Bashir & Mattoo, 2012).
According to Palani (2012), reading habit is an essential and
important aspect for creating a literate society in this world. It shapes the
personality of individuals and it helps them to develop proper thinking
methods, and creates new ideas. However, the developments in the Mass
Media, had continued to influence interest in reading (hard copy of
literatures such as…) books, magazines and journals, among others.
Palani (2012) is of the opinion that, effective reading is important
avenue of effective learning and reading is interrelated with the total
educational process and hence, educational success requires successful
reading habit. He believes reading is the identification of the symbols and
the association of appropriate meaning with them. It requires
identification and comprehension. Comprehension skills help the learner
to understand the meaning of words in isolation and in context. Before the
advent of the television, both the young and the old found enough time to
read. Apart from teachers, other professionals used to spend their leisure
38
time in reading both English and vernacular literature. English medium
schools almost always demanded extra reading from their students. But
all these have become a thing of the past. Palani (2012) further added that,
nowadays, reading habit has lost its importance as both the young and the
old are glued to the television. As far as educational institutions are
concerned, coaching students for the examinations seems to be the be-all
and end-all of our educational system.
A lot of researchers like Ogbodo (2002), Bhan & Gupta (2010), and
Singh (2011) have done work on reading, especially how it affects the
academic performance of students. However, most of these works pertain
to the international community. Few ones such as Ward, (1997),
Agbezree, (2001) conducted in Ghana were limited to primary and
secondary levels of education. It is against this backdrop that it has
become necessary to conduct similar study in Ghana to examine the effect
of reading habits on the academic performance of students in the tertiary
level of education.
39
Sisulu (2004) opines that reading heightens the chances of success
at school throughout a lifetime and enhances a high level of literacy
needed to excel in examination and provides skills needed to cope with
challenges of the 21st century.
That is, it lays a strong foundation that can help a student’s
academics throughout their lives’ pursuits. A good reading culture is a
conducive and intentional habit of study which has obtained a form of
consistency on the part of a student’s life towards comprehending
academic subjects and performing excellently at examinations. Reading is
a consistent and dedicated art of sourcing and studying of information by
students forthe acquisition of knowledge. Both reading and academic
achievements are interrelated and dependent on each other. Children who
cannot read find school exasperating and learning new concepts difficult.
A student that reads and studies independently enhances him/herself with
enough knowledge and confidence to face their examination without
falling back to examination malpractice.
40
If a child does not read well, his/her ability to access wider
curriculum is obstructed and this narrows the child’s learning potentials.
Students often come from different environment and localities with
different levels of academic achievement therefore; they differ in the
pattern of reading habit. While some students have good reading culture,
others tend to exhibit poor reading culture. Academic achievement means
how much knowledge the individual has acquired from a good reading
culture. It is the reading culture that helps the learner in receiving
meaningful and desirable knowledge. Good reading culture acts as a great
weapon for students to excel in life
Bashir & Matto (2012). According to Palani (2012) reading culture
is an essential and important aspect for creating a literate society in this
world. Reading helps to sharpen and broaden student’s knowledge and
thus, uplift them academically and otherwise.
41
2.3.1 Reading and Educational Development
Reading is a worldwide phenomenon that has the capacity to
promote development and inculcate discipline in the individual. It plays a
significant role in a modern society like Nigeria. It brings about progress,
growth, thus, significant change becomes evident. Reading sharpens the
mind and makes one reason rationally and objectively in life. Okeke
(2004), cited by Odiba (2007) posits that most persons view development
as change. Reading refers to growth plus change. Stating that Okeke's
definition of development gives a complete process in which not a single
aspect of human life such as education, health, agriculture, industry and
aspiration can be overlooked. Odiba (2005) also opines that development
suggests "a genuine break with tradition or perceptible disruption of the
static equilibrium".
Osagie (1985) states that development is a more inclusive concept
with its social, political and economic facts and emphasizing that
development is a quantitative and qualitative positive transformation of
the lives of the people. Education in the largest sense is any act or
42
experience that has a formative effect on the mind, character and the
physical ability of an individual. Technically, education is the process by
which society or a nation conveys acquired knowledge, skill and the
values from one generation to another. As part of teacher’s responsibility,
they practically direct all educational programs in the institution of the
students and might draw on many subjects including reading, writing,
mathematics, science and history otherwise known as schooling.
Still on development, Adesina (1981) said development includes
the establishment of greater number of schools, high number of school
enrolment at all levels of education, the provision of learning facilities
such as functional libraries, laboratories, workshops, computer units and
games facilities, fine tuning education curriculum that is necessary for
gaining employment, academic research activities, industrial, agricultural
and scientific breakthrough for the progress and prosperity of the nation
Nigeria. Development, he said includes an education that will enhance the
sustenance of high moral and spiritual values, capacity building, adequate
motivation and teacher’s welfare, adequate funding of education, and
43
providing a self-reliant and creative type of education that will enhance
individual realization of potentials and aspiration in life. Development
means improvement of people’s lifestyle through improved qualitative
and functional education, incomes, skill development and fulfilled
employment. People should be able to read and write as educated labour
force is a source of productivity for national development.
2.3.2 Reading Culture and its Relationship with Educational
Development
According to Ruqqayatu RufaiAhmed (2012) former Minister for
Education, in a Workshop organized in Edo state, with the theme: A
Reading Nation is a Developed Nation, stating that, Reading is a veritable
tool for national development that should not be overlooked. If any nation
must experience development, the educational sector of that nation must
be developed and educational development is possible only when the
citizen of that nation cultivates the culture of reading. Educational
development paves the way for National development. Reading facilitates
and broadens the learning activity and produces effective learning results
44
in academics, moral and skills development. Issa, Aliyu, Akangbe,
Adedeji(2012), states that engaging in reading continuously, considerably
influences ones studying skills and subsequently academic performance.
When a student reads and studies regularly he has better chances of
high academic performance because he best understands the questions and
can better express himself in writing than those who do not have a good
reading routine. Igwe (2011) notes that becoming a skilled reader,
enhances the chances of success at school. Students are able to make good
academic achievements only when they are studious. The word student
came from the word “studious’’ which according to the Oxford Advance
Dictionary, is said to be spending a lot of time studying or reading in a
way that is well planned. Reading is an integral aspect of a good academic
performance.
This is to say that if a student must wear the garment of education
they must be studious, they must engage in continuous reading. There is
no educational development without the art of good reading culture.
45
2.4 Factors Influencing Reading Culture Among Students
An important issue in higher education research is how students
should tackle the challenges they encounter in their various courses as
they read and study. Students in higher institutions study different courses,
which may influence them to concentrate their reading and studying on
materials within their course content (Beekhoven, Dejong and Hout,
2003). For instance if the ambition of a student is to become an
Accountant, he/she may concentrate on Accountancy books which will
help him to achieve his ambition and consequently get good job on
graduation. Unfortunately, according to Banjo (1982:68) “ such a person
may turn out to be quite a rich and comfortable Accountant but will not
have a lasting reading habit if all he ever read were books on his field …”
The most common books available to students undergoing different
courses are textbooks. These are books for lecture use prescribed for the
courses of study. Students are expected to study and read the prescribed
text in order to learn and acquire information relevant to their courses of
study. Most students seem to concentrate on prescribed textbooks for
46
courses which certainly cannot contain all the known facts and view points
of the subject. Therefore there is need for supportive book which
compliment and support the classroom lecture and what the students learn.
(Fayose, 2003). There is real need for students to use supportive books in
their courses because though they are not classroom prescribed text; they
are books which have relevance to the curriculum and are use to enrich it.
Fayose (2000:13) in explanation to this, emphasis that supportive books
provide the extra reading materials that will lead to the mastery of a course
of study.
Students study variety of courses and should be made to understand
that there are different types of books and they should learn to use them
for different purposes in their studies instead of concentrating only on
prescribed texts. These materials ranges from works of creative
imagination like fiction, drama, poetry and essay to reading materials
consulted for specific pieces of information; like reference books:
encyclopedias, dictionaries, directories, hand books and the like; and to
invaluable sources of information for educational, social and cultural
47
purposes like periodical, magazines and newspapers. Periodicals contain
authentic and current information in different subject areas, social and
matters. Magazines and newspapers contain current information of local,
national and international interest focusing on politics government
policies economic and social affairs. (Fayose, 2000).
Students out of information and curiosity to know more about their
courses of study develop interest in reading voraciously. They develop
interest in seeking information from books, newspapers, magazines and
journals. Such students do not read only for examination purposes, but
they are intrinsically motivated to read. They read not for the purpose of
getting any reward beyond the knowledge they will acquire in course of
their study. (Aisien, 2000). On the other hand students who cannot read or
study well find it difficult to pass examination because they cannot
understand the book they read. (Emenyonu, 1993). Reading is crucial to
mastering all courses students undertake in the university and at every
level of education. All courses in the social sciences, management
sciences and some courses in the natural and applied sciences required to
48
be read. Reading is the gateway to excelling in all field of learning,
therefore students should be encourage to build up positive attitude toward
reading their course work. When students take time to read they develop
the ability to cope with any reading activity which entails obtaining high
degree of comprehension, developing good reading habits and skills as
they read. (Ogbufor, 2003)
Furthermore, lack of well-equipped and functional libraries in most
institutions affect the reading interest of students. A functional library
must
have
three
elements;
books,
personnel
and
conducive
accommodation to enable users to use it effectively. Scarcity of suitable
reading materials in most institutional libraries hinders the effective
cultivation of reading habits. The problem of finding relevant reading
materials cannot be overemphasized. A book is valuable and suitable if it
is relevant to the need of the reader; hence, the need for librarians to select
materials that students will not see as irrelevant (Dike, 1990) Students‟
knowledge of the use of library is another factor to consider. The students‟
background knowledge of what the library is and how to use it for reading
49
cannot be overemphasized, because libraries today offer numerous
services. Researchers and students use the library to do research for a term
paper or project, take out a book to read for pleasure, borrow a video or a
CD, use the internet, and find out about events and much more. (Glencoe,
2001). The library is a great source of information for readers. The
development of students‟ potentials through effective reading requires
availability of organized books, magazines, newspapers and non-book
materials. It is expected that the students be given basic guide on the use
of the library as a pre-requisite to the development of effective reading
habit. (Ugwuoke, 2004).
The library is a dynamic storehouse of knowledge; a well-organized
library provides quality reading materials and conducive reading
environment for the students. These go a long way in inculcating effective
reading habits in the students, particularly when they are aware of the
services the library can offer. This explains why Ugwuoke (2004) believes
that students who are exposed to well-organized library services normally
perform better academically and socially than others. Therefore, there is
50
great need for the orientation and proper training of the students on the
use of library. Odeyemi (2000) in agreement with this idea emphasizes
that: “students cannot be taught the use of the library in isolation but must
be trained to see it as a continuous process of education”. Furthermore,
acquisition of these skills includes the need for positive action by the
lecturer and the librarians. Emphasis on the development of reading habits
should be on the involvement of lecturers and librarians. They should find
out what to do to provide reading materials and make students study.
Efforts can be made to encourage the university communities to support
the stocking of the university library. By this, staff members who publish
with the university can be encouraged to donate their publications to the
libraries; this would open access to wide variety of materials for students
to use in their courses and in the development of their reading habits. This
reveals the fact that books are indispensable materials for the transmission
of knowledge. It is the greatest toll to learning. (Ike, 2000).
51
Flexibility is another factors that influence reading culture among
students. Flexibility is the practice of varying one’s speed of reading to
suit one’s purpose in reading different materials. While inflexible reader
finds it difficult to adjust his reading rate to his purpose and to the type of
material being read. There is need for students to learn to be flexible; for
instance, when the material is difficult and a high degree of accuracy is
required, a very slow rate is appropriate. Observation made by Unoh
(1983) is that most students including the good readers assume that all
materials must be read at a normal rate, hence they must be taught how to
shift gears like when they attack a verbal problem or a difficult passage in
sciences. Rosenberg (2009) in support of the above presented the
appropriate reading rate as involving reading flexibly, reading slowly
when concepts are closely presented and when the material is new and
increasing the reading rate when the material is familiar. A flexible reader
is a versatile reader. He can read the same material with varying reading
rate within the same session or at different reading session of presumably
short durations depending on his judgment of what is desirable. For
52
instance, when skimming, an extremely fast rate is needed. When it is
rapid reading, medium fast rate is desirable. For normal reading, mediumslow or average rate is required. Finally for careful reading, very slow and
thoughtful rate is desirable. (Unoh, 1983).
Scanning
Scanning is an advanced style of reading skill, which is useful when
a student is searching for something specific in the text-like a word or
phrase. For example, when a student is checking the index of a book to
see which page contains the information he/she needs, and looking for the
profile of a particular personality in “who is who” reference book. (Unoh,
1983).
Skimming
Skimming is a reading style that can be practiced by a student while
reading to gather information. It is a visual activity used for getting the
ideas in a chapter or section of text. It helps the reader to gather as much
information as possible from text in the shortest time possible without
reading the whole page line by line and the eyes fixation do not move from
53
left to right along the line as when the student is reading a whole text.
(University of Southampton, 2003 and Unoh, 1983). As the reader skims
through discussion section in an article or textbook, he/she asks
himself/herself certain questions to find out whether the information is
relevant to his/her reading purpose or research.
Summarization is a brief means of reflecting the main ideas a
student derived from reading a text in a short and understandable form
using the reader‟s own words. According to Orakpor (2006:15) “the
reader uses his/her own words to express the content of the written
material, thereby extracting the basic meaning of the page”. In making
summary, the reader must learn to identify or locate topic sentences as
well as the central ideas of the whole passage. To write good summary a
student must not use unnecessary words or much detail.
Family background
Family background is a major factor that affects the reading habits
of students. UNESCO (2003) confirms the above from the study they
carried out. The analysis of the study reveals that the extent of reading
54
encouragement differs according to students‟ social economic
backgrounds and the wealth level of the country. Students from high
income parents seem to read better with high level of reading engagement.
Family economic, social and cultural status play important role. Students
from high economic background attend better schools with trained
teachers and more resources, which may explain the better performance
of students from high-income families. However, students who have
personal value, positive aspirations and goals, for studying, who are more
engaged in reading, tend to have better reading habits regardless of their
socio-economic background. The effects of reading engagement seem to
differ more in high-income family background than in low and middleincome family background. (UNESCO, 2003). Therefore, the relationship
between performance in reading habit and engagement in reading and
family socio-economic background performance must not be neglected in
ensuring the cultivation of good reading habits in students. An important
goal of educational policy is to provide appropriate and equitable
opportunities that meet the learning needs of all individuals, regardless of
55
the differences in their family backgrounds. (UNESCO, 2003). Therefore,
the socio-economic background of the family and educational level of
parents are also factors that face students in their development of proper
reading habits. Some parents out of poverty cannot feed their families and
cannot afford even the recommended texts in school; hence, the purchase
of both academic and voluntary reading books is out of the way.
(Ajumobi, 2000 and Ike, 2000). Invariably, in the view of (Obasi, 2000)
students reflect the home they come from, some parents may be
uneducated and this makes them ignorant and unaware of the urgent needs
of these students. They may also be educated but have other family
pressure and distractions that can make them pay no attention to their
children’s reading.
Socio-cultural factors also affect reading habits. One of these is the
reading culture problem. Nigeria as an African country has an oral
tradition that is, the students are accustomed to oral medium of
communication and so for them to develop good reading culture is a
problem. Oral culture is also one of the major challenges that hinder
56
students reading habits. According to Salisu (2000:62), “In the culture of
the developed countries, reading is regarded as a pleasurable activity….
just as swimming, dancing and other means of relaxation.
Unfortunately, in developing countries, reading is most times
equated with working and not pleasure”. The oral based culture of some
of the developing countries like Nigeria has succeeded in building up the
impression that reading is mostly work-related and not much pleasure is
achieved; hence posing a serious challenge to the reading habits of
students. Ezema and Ekere (2008) bemoaning this pitiable situation state
that students would rather listen to a story instead of reading it. Perhaps
this explains the popularity of home video among Nigerian youths. The
second language problem is another challenge that hinders the reading
habits of students. Some writers like (Muogilim, 2000) have observed the
problem of learning to speak the mother tongue and to read in a foreign
language. This strongly influences literacy acquisition and formation of a
good reading habit all through life.
57
Another of this problems is the economic reality of the time which
strongly inititate agains the students reading habits. For instance, in a
situation where people on a daily basis find it very difficult to exist, it
would also be difficults for students to concentrate in their studies because
hungry man is an angry man” (Adigun, 2003)
The changing values in society have also been observed by some
researchers, for instance, students no longer read as in the past; rather they
depend on examination malpractices which discourage them from reading
and preparing themselves for any task. Actually when students know that
whether they read their courses or not that they can depend on examination
misconduct and even “buy” scores with money; they would see no need
to disturb themselves to read and study; because of the growing interest in
certificate-based education. (Adigun, 2003:76).
Furthermore gender is a factor that may affect the reading habits of
students because sex as a factor in the development of reading habit is
vital. According to Welldon (2005) there are scores of articles showing
that males lag behind in reading than the female students. There is need to
58
address the gender gap in reading because it seems males have a more
difficult time bending to read. Welldon (2005) further points out that out
of the few male students who read for pleasure many stop due to social
interest, distractions and the social responsibilities they face on a daily
basis. Turnbill (2001) in support of gender differences asserts that
engagement in reading appears to be an important factor that distinguishes
between different levels of development in reading habit. Even though
females in general are better readers than males, male students who are
more engaged in reading tend to have higher levels of performance in
reading literacy and cultivation of proper reading habits than female who
are not very engaged in reading. Engagement in reading is strongly
associated with desire, goals and the cultivation of proper reading habit,
regardless of sex. Readers who have better reading habits whether male
or female may show greater interest in reading, spend more time reading
or read a great diversity of materials than less proficient ones.
59
Some students irrespective of their family background may develop
better reading habits because of their positive personal goals and values
for reading. Therefore, their personal positive disposition towards reading
enhances their reading performance, so their good performance may not
be attributed to their family background alone, but to what their goals and
values are. This explains Unsworth‟s (2001) assertion that “students who
have personal values, positive aspirations and goals for studying… and
are more engaged in reading, have better reading habit.” From the above,
it is obvious that if students aspire to learn to read effectively and spend
time reading varieties of books, the students‟ performance would be high
irrespective of whether the students are from high-income family, or lowincome family or middle family background. Some students see reading
and boring, tedious, and unpleasant activity.
These groups of students find it difficult to make out time to study;
their courses suffer because they are hardly involved in serious reading
and studying except during examination. Therefore, as Nduka (1987) puts
it “these group of students just manage to get over their exanimations and
60
pass through the university, then they no longer read.” The result of this
is that the knowledge they acquire continues to sink into the subconscious
memory, because they do not read to replenish their knowledge except
when circumstances force them to read. Unoh (1983) expressing his
dissatisfaction about the above attitudes of students in Nigeria asserts that
many Nigerians are reluctant readers and learners, except for the
achievement of limited purpose like examinations. This explains why
some students do not have positive goals and aspirations toward their
courses of study. This may be traced to “the certificate centered” system
of education in Nigeria where the students are more interested in the
prescribed texts for specific examinations in their field of study but hardly
participate in extra-curricular or extensive reading. Consequently, this
negative goal and aspiration towards reading slows down reading and
comprehension, and encourage students to develop negative attitudes
towards reading. This unsatisfactory reading behaviour could contribute
to the students‟ lack of interest in reading. (Unoh, 1983; Nduka, 1987)
61
2.4.1 Strategies for Promoting Reading Culture in Nigeria
In order for students to develop a strong foundation for reading
there is urgent need for all Nigerians to put their hands on deck in adopting
a sustainable method for improving reading culture. According to Igwe
(2011),those strategies include:

Adequate funding of the educational sector by all the levels
of government will make a positive impact on libraries,
which is the main tool, for developing reading culture.

Establishment of National Commission for Libraries (NCL):
This commission when established will take responsibility
for the growth, development, coordination and services of
various zones and regional branches of the National Library
of Nigeria in different states of the federation.

Establishment of State Commission for Libraries (SCL)
throughout the 36 states of the federation: The commission
will
be
responsible
for
the
growth,
development,
coordination and services of other libraries in all the local
62
government branches in the local government areas of the
state.

Integration of Information Literacy Education in the
curriculum of secondary schools and in the tertiary
Institutions as an independent general studies course with
units/credits allotted to it.

Creation of library periods in School Timetable: Library
utilization periods of two hours weekly in the school time
table.

State
Government
should
establish
state-of-the-art
publishing firm: The state publishing firm should encourage
scholarship and creativity by charging lesser in publishing of
materials. Specific copies of these published books should be
distributed to public schools libraries in the respective states
Establishment of family libraries:

Philanthropists and other well-meaning individuals should
come up with the establishment of non-governmental
63
organizations for promoting reading culture by providing
mobile library services, increasing reading awareness in the
public schools; donate books to schools and public libraries
in order to encourage reading habits.

Media houses like radio, television and newspaper
publishing firm: Radio and television houses can be part of
this campaign by putting up jingles where-as newspaper
houses can place adverts that will arouse the desire of
reading.
2.4.2 Benefit to the individual
The impact of reading culture to the individual and society cannot
be overemphasized. At the individual level, Divya (2008) and Isaac,
(2007) listed the following as benefits:

Reading is an active mental process - unlike TV; books
make one to use his brain. By reading, one thinks more and
becomes smarter.
64

It is a fundamental skill builder - Every good course on the
planet has a matching book to go with it.

Improves vocabulary - while reading books, especially
challenging ones, it exposes one to many new words that
wouldn’t be otherwise.

Gives a glimpse into other cultures and places - Books can
expand one’s horizons by letting him to see what other cities
and countries have to offer before visiting them.

Improves concentration and focus - Reading books takes
brain power. It requires a person to focus on what he is
reading for long periods.

-esteem - it helps an individual to become
better informed and more of an expert on the topic read. This
expertise translates into higher self esteem.

- Reading although not a game, helps
to stretch memory muscles in a similar way. Reading
requires details, facts and figures.
65

- To add book reading to a person’s
daily schedule and sticking to it, improves discipline.

- Books are portable and can be read
anywhere, as well as learn anywhere.

- By reading more books and being
exposed to new and more complete information, one’s
creative ideas is enhanced.

something to talk about - reading a lot of books
equips one with the ability to make contribution during
discussions.

– it is very easy to
buy a paperback for the price of a movie ticket.

pace - reading helps one to
learn at his own pace.

- reading helps a contractor
with the idea of a feasibility study before embarking on a
project.
66

- reading many books on a subject for a
long time makes a person an authority in that subject area.

- Apart from saving money on
entertainment expenses, reading books that help to develop
skills saves money. Reading books on how someone went
bankrupt will be a warning to another against repeating the
mistakes.

- when the deep and wide wisdom
that books can provide is utilised, the tendency to make
mistakes is reduced.

- Reading more books as a source
of information, enhances learning things that were not
looked for. Since so many subjects intertwine it is almost
impossible not to learn something other than the book’s
subject.
67

- one of the ways of eliminating
boredom is to pick up a book and read and one’s interest in
the book’s subject will make a difference.
2.4.3 Benefits of reading at the national level
Literacy is a basic tool for national development. For this reason,
the Federal Government of Nigeria has concentrated its effort on
providing basic primary education for its citizens. The importance of
literacy is usually tied to the needs of the nation and the conditions of
modern life-literacy is required for industrialization and technological
development, participation in culture and in government at different
levels, facing the demands of urban life, and adapting to the rapid changes
and characteristics of modern life (Iloeje, 2014). The circumstances of
modern life demand the development of good reading culture for the
actualisation of national goals; and on the individual level for the fullest
and most beneficial participation in society.
68
Ogwu (2010) posits that education in the largest sense is any act or
experience that has a formative effect on the mind, character and the
physical ability of an individual. In its technical sense, education is the
process by which society or a nation transmits accumulated knowledge,
skill and the values from one generation to another. Teacher in educational
intuitions direct the education of students and might draw on many
subjects including reading, writing, mathematics, science and history
otherwise known as schooling.
The place of reading and learning in educational development is a
prominent one. Reading facilitates and deepens the learning activity, and
effective learning results in high academic, moral and skills development.
The aggregation of all such achievements by large number of persons
involved in reading and learning should lead to the educational growth
and development of such persons and entire society. Highly intelligent and
informed society then becomes the watershed for progressive and
innovative ideas which is capable of transforming the entire society for
growth and development.
69
Tella and Akande (2007) assert that the ability to read is an art
capable of transforming life and society. No society and no nation can
dream of meaningful development if its citizens cannot read. An educated
citizenry can easily be mobilized for political, social, economic and
technological development. Reading culture must be sustained; otherwise
literacy could revert to illiteracy. Uhegbu (2007) notes that reading and
information are critical ingredients for national development contributing
immensely in such areas as educational enhancement, science,
technology, manpower development and promotion of national objectives
as well as international co-operation. Reading therefore is the bedrock of
national transformation and development.
2.4.4 Problems of development a reading culture in Nigeria
Many factors are responsible for the decline in reading culture in
our society. According to the World Book Encyclopedia (1993), some of
these factors include unfamiliarity with reading on the part of many
children, inadequate development of reading skills amongst children, lack
70
of continuity with reading programmes on the part of the teachers, and
language interference, amongst others.
Sanders (2007) maintains that the distraction by the fallout from
technological innovation in the world today, such as the easy availability
of the entertainment media, games and gambling, the inadequate funding
of educational institutions including funding of libraries, laboratories,
workshop and computer units. The list also includes poor economy and
low standard of living, the quest for money by parents who use their
children to hawk consumer items, the acceptance of examination
malpractices, the increasing cost of publishing making it difficult for
school pupils to have access to books, magazines, journals and newspapers. Others include the lack of adequate number of bookshops and the
use of handouts instead of textbooks for students learning.
Arua and Nwaebiem (2014) quoting Ifedili (2009) state that there
is a high decline rate in the reading culture of Nigeria. He examined
reading culture among students in the tertiary institutions in Nigeria, and
found that 60% of students had prescribed textbooks only during
71
examination; browsing and watching television have taken most of the
students’ time and very few students 21% buy novels to read for
knowledge and pleasure.
Ayanbimpe (2012) states that the reading culture in Nigeria has
totally collapsed. One has to learn to read in order to read to learn. She
states further that with the introduction of information and communication
technologies, children are seen carrying their phones and texting
messages, listening to music, yahoo yahoo, etc. They neither study nor
read and thus are getting deformed. Their command of English language
is poor, so also is their vocabulary and diction. All these are because they
do not read anymore.
Furthermore, the public library system is grossly under utilized,
suggesting that majority of the populace are unaware of the public library
services and their potential contributions. School time tables are too rapid
to take advantage of useful library events and media programmes. There
is inadequate number of qualified school librarians to man school
libraries. There is also a paucity in the number of well equipped school
72
libraries in Nigeria, both at the primary, secondary and tertiary levels
(Iloeje, 2014).
Possible solutions to these problems
In concluding this paper, the following solutions are proffered to
enhance reading culture in our country.

literacy
in the school curricular.

reading spaces in the schools.

of the country where reading can take place.

l libraries in primary schools where
the foundation of lifelong reading habit is laid.



73

k industry should emulate the Nollywood
film industry.

by philanthropists, corporate organisations, social clubs etc.
(eg. TETfund).

home where early reading culture can begin.

would enhance education, libraries and publishing in the state.

libraries, mobile library services by the public libraries.

playing video games, chatting and browsing to avoid
distractions from reading.

aggressive readership promotion campaigns.

74
CHAPTER THREE
3.0 RESEARCH METHODOLOGY
This chapter deals with the method of research used to obtaining
and analyzing data for the purpose of the research. This section will carry
the following sub-heading.

Research design

Research population

Sampling and sampling techniques

Research instrument

Validity and reliability of the research instrument

Procedure for data collection

Method of data analysis
3.1 Research Design
This study will adopt descriptive research design of correlational
type to examine the effects of reading culture on the academic
performance of student in the School of Secondary Education: Vocational
75
and Technical Education, Federal College of Education (Special), Oyo,
Oyo state.
3.2 Research Population
This study on effect of reading culture on the academic
performance of students would be carried out among the students of
School of Secondary Education: Vocational and Technical Education:
Federal College Education (Special), Oyo, Oyo state.
3.3 Sampling and Sampling Techniques
Simple random sampling techniques would be used in selecting
respondents for the purpose of this research work among the students of
the School of Secondary Education: Vocational and Technical Education,
Federal College of Education (Special), Oyo, Oyo state. The department
of Business Education, Agricultural Education, Fine and Applied Art and
Home Economics Department will be used respectively.
76
3.4 Research Instrument
Self-formulated research questionnaire will be used for the purpose
of gathering data for this research. The questionnaire will be sub-divided
into sections.
3.5 Validity and Reliability of the research instrument
The research instrument will be submitted to the project supervisor
to ascertain the validity and reliability of the instrument. The supervisor
thus make necessary correction.
3.6 Procedure for data collection
The researcher personally administer the questionnaire to selected
respondent and there after collect the completely filled questionnaire for
analysis.
3.7 Method of data analysis
Simple percentage will be used to analyses the data gathered.
77
CHAPTER FOUR
PRESENTATION OF DATA AND DISCUSSION OF FINDINGS
Section A
Table 4.1
Personal
Characteristics
10-20
21-30
31-40
40 above
Total
Male
Female
Total
Single
Married
Divorced
Total
1-3
4-6
7-10
10 above
Total
Frequency
AGE
7
42
1
1
50
SEX
22
28
50
MARITAL STATUS
47
3
50
NUMBER OF DEPENDENT
27
15
4
4
50
78
Percentage
14%
84%
1%
2%
100%
44%
56%
100%
94%
6%
100%
54%
30%
8%
8%
100%
FAMILY BACKGROUND
Nuclear
38
76%
Polygamous
12
24%
Total
50
100%
FAMILY SIZE
1-5
30
60%
6-10
15
30%
11-15
4
8%
16 above
1
2%
Total
50
100%
CGPA
1.1-2
3
6%
2.1-3
22
44%
3.1-4
12
24%
4.1-5
13
26%
Total
50
100%
4.1 personal characteristics of respondents shows that majority of
84% of the respondents are between the age range of 21-30 (14%) are
between the age range of 10-20 years, 2% are between the age range of
31-40, while few of them (2%) fall within the age range of 40 above. The
table also revealed that 56% of the respondents are female while 44% are
male.
79
More than half (94%) of the respondents are single while 6% are
married, while there is no divorced. This may be largely due to the fact
that Nigeria culture frowns at divorce.
The result on the table further revealed that majority (54%) of the
respondents are between 1-3 who are depending on their parents, while on
their parents, 8% are between the range of 7-10, and 8% are between the
range of 10 above.
More than half of the respondents are from nuclear family (76%)
while 24% of the respondents are form polygamy. The family size of the
respondents also revealed that majority 60% are within the range of 1-5 in
their family while 30% fall within 6-10, while 8% falls within 11-15, few
of them 2% have family size of 16 above.
The result on the table further revealed that 44% of the respondents
have CGPA of 2.1-3 while 24% falls within the range of 3.1-4, 26% falls
within the range of4.1-5, few of them fall within the range of 1.12. this
shows most of them are average students.
80
SECTION B
ATTITUDE OF STUDENTS TOWARDS READING
Table 4.2
S/N
ITEMS
SA
f %
12 24
1. I read everyday
8 16
2. I read always
3. I read only when the 6 12
examination is approaching
4. I read to widen my 21 42
knowledge
5. I read only when I need to 2 4
do my assignment
6. I read other books apart 15 30
from my discipline
like
reading 18 36
7. I
novels/magazine
8. I read to recollect what I 19 38
have learnt in class
9. I read to know more about 19 38
things around me
read
for
better 29 58
10. I
understanding
81
A
f
27
24
17
D
%
54
48
34
25 5
8
f
9
6
17
%
18
32
34
SD
f %
2 4
2 4
10 20
4
8
-
16 31 62 9
30 60 2
4
18
3
6
17 34 11 22 4
8
28 56 3
6
-
-
29 58 1
2
1
2
21 42 -
-
-
-
WHAT ARE STUDENT’S READING RATE
S/N
1.
2.
3.
4.
5.
6.
7.
8.
ITEMS
Everyday
f
%
I read when the 32
64
examination
is
approaching
I read whenever I 26
52
have continuous
assessment
I read to widen my 27
54
knowledge
I read only when I 26
50
need to do my
assignment
I read other books 16
32
apart from my
discipline
I like reading 18
36
novels/magazine
I read to recollect 26
52
what I have learnt
in class
I read to know 27
54
more about things
around me.
Every 2
days
f
%
4
8
Every 3 Weekly
days
f
%
f
%
4
8
7
14
Monthl
y C.A
f
%
-
Session
Exams
f
%
3 6
10
20
3
6
7
14
4
8
-
-
9
16
6
12
7
14
-
-
1
2
9
18
6
12
7
14
1
2
1
2
6
12
8
16
17
34
2
4
1
2
3
6
5
10
22
44
2
4
-
-
16
7
14
7
14
2
4
-
-
6
12
8
16
8
16
1
2
-
82
-
TIME SPENT
S/N
1.
2.
3.
4.
5.
6.
7.
8.
1-2 hours
f
the 20
is
%
40
f
21
%
42
f
8
%
16
7 hours
above.
f
%
1
2
26
52
18
36
6
12
-
-
28
56
17
34
5
10
-
-
32
64
13
26
4
8
1
2
24
46
19
38
8
16
-
-
26
52
17
34
5
10
2
4
23
46
19
38
8
16
-
-
24
48
16
32
8
16
2
4
I read when
examination
approaching
I read whenever I have
continuous assessment
I read to widen my
knowledge
I read only when I need
to do my assignment
I read other books apart
from my discipline
I
like
reading
novels/magazine
I read to recollect what
I have learnt in class
I read to know more
about things around
me.
3-4 hours
5-6 hours
The result on the table 4.2 shows that majority of the (54%) of the
respondents agreed that they read when the examination is approaching,
18% disagreed while 40% strongly disagreed. This implies that majority
(78%) of respondents agreed while few (22%) disagreed. The table also
reveals than majority (48%) of the respondents agreed that they read
always 16% strongly agreed, 32% disagreed while 4% strongly disagreed.
83
This implies that more than half (54%) of the while few (36%) of them
disagreed.
The table shows that 34% of the respondents agreed that they read
only when the examination is approaching while 12% strongly agreed,
34% disagreed while 20% strongly disagreed. This implies that majority
of the respondents (54%) disagreed while 46% agreed. The result on the
table also revealed that majority (50%) of the respondents agreed that they
read to widen their knowledge, 42% strongly agreed, 8% disagreed while
nobody strongly disagreed. This implies that majority (92%) of the
respondents agreed while few (8%) disagreed.
The result on the table further describes that 16% agreed that they
read when they need to do their assignment while 4% strongly agreed,
62% disagreed, while 18% strongly disagreed. This implies that very few
(20%) of the respondents agreed, while majority (80%) disagreed.
The table also shows that they majority they (60%) of the
respondents agreed that they agreed that read other books apart from their
84
discipline, 30% strongly agreed 4% disagreed while 6% strongly
disagreed. This implies majority of the respondents (60%) agreed, while
(10%) disagreed.
The result on the table further read that they like reading
novels/magazine, 34% agreed, 22% disagreed while 8% strongly
disagreed. This implies that majority (70%) of the respondents agreed,
while 30% disagreed. The table also shows that majority, (56%) of the
respondents agreed that they read to recollect what they have learnt in
class, 38% strongly agreed, 6% disagreed while none strongly disagreed.
This implies that majority (94%) of the respondents agreed while very few
(6%) disagreed.
The result on the table further describe that majority (58%) of the
respondents agreed that they read to know more about things around them,
38% strongly agreed, 2% disagreed while 2% strongly agreed. This
implies that majority (96% of the respondents agreed while very few (4%(
disagreed. The table also shows that majority (58%) of the respondents
85
strongly while 42% agreed, and nobody disagreed or strongly disagreed.
This implies that all of the respondents (100%) agreed.
The result on the table 4.2.1 shows that majority of (64%) of the
respondent read everyday when the examination is approaching, while 8%
read every 2days, 8% every 3 days, 14% weekly, none read monthly, and
6% read sessional during exam periods. This implies that majority (80%)
of the respondents reads everyday while very few (20%) read weekly.
The table also shows that majority (52%) of the respondents reads
everyday whenever they have continuous assessment, 20% reading every
2day 6% every 3days, 14% weekly, 8% monthly while nobody reads
sessionlly. This implies that majority (78%) read often, while very few
(22%) reads seldomly.
The result on the table further reveal that majority (54%) of the
respondents reading every day to widen their knowledge, 18% every
2days 12% every 3 days, 14% weekly none monthly, (84%) of the
respondents reads often, while very few (16%) reads seldomly. The table
86
also shows that majority (52%) of the respondents read everyday when
they need to do their assignment while 18% read every 2 days, 12% every
3 days 14% weekly, 2% Monthly, 2% sessionally. This implies that
majority (82%) of the respondents reads often while very few (18%) reads
seldomly. The table also shows that (32%0 of the respondents read every
day other books apart form their discipline, 12% every 2 days, 16% every
3days, 34% weekly 4% monthly 2% sessionally. This implies that
majority (60%) of the respondents reads everyday while (40%) reads
seldomly.
The result on the table further reveals that (36%) of the respondents
like to read everyday novels/magazine, 6% every 2 days 10% every 3
days, 44% weekly, 4 % monthly while nobody reads sessionally. This
implies that majority of the respondents read always while few (48%)
reads seldomly.
The result on the table further, reveals that majority (52%) of the
respondents read everyday to recollect what they have learnt in class while
87
16% every 2days, 14% every 3 days, 14% weekly, 4% monthly while
nobody sessionally. This implies that (82%) of the respondent read always
while few (18%) reads seldomly.
The table also shows that majority (54%) of the respondents read
everyday to know more about things around them, them while (2%) every
2 days, 16% weekly, 2% monthly while nobody sessionally, this implies
that majority (82%) read often while very few (18%) reads seldomly.
The result on the table show that 40% of the respondents read
between 1-2hours when the examination is approaching, 42% between 34hours, 16% between, 5-6 hours while 2% between 7 hours above. This
implies that majority of the respondents (82%) reads between 1-2 hours
and 3-4 hours while very few (18%) read between 5 hours above). The
table also shows that majority (52%) of the respondents reads between 12 hours whenever they have continuous assessment, 36% between 34hours, while 12% between 5-6 hours, no body read for 7 hours above.
88
This implies that majority (88%) reads between 1-4 hours while very few
(12%) reads between (5 hours above).
The result on the table further reveals that majority (56%0 of the
respondents read between 1-2 hours to widen their knowledge, 34%
between 3-4 hours, 10% between 5-6hours, while nobody read for 7hours
above. This implies that majority (90%) reads between 1-4 hours, while
very few (10%) reads between 5 hours above.
The table 1-2 hours when they need to do their assignment, 26%
between 3-4 hours, 8% between 5-6 hours, 2% for 7 hours above. This
implies that majority (90%) of the respondents read between 1-4 hours,
while very few (100%) reads for 7 hours above.
The result on the table further describe that majority (52%) of the
respondents read between 1-2 hours other books aparts from their
discipline, 34% between 3-4 hours, 10% between 5-6 hours, while 4% for
7 hours above. This implies that majority (86%) for the respondents read
between 1-4 hours, while very few (14%) that (48%) of the respondents
89
like reading novels or magazine between 5-6 hours while 4% for 7 hours
above. This implies that majority (90%) of the respondents reads between
1-4 hours while very few (10%) reads for 5 hours above.
The result on the table further reveals that majority (46%) of the
respondents reads between 1-2 hours to recollect what they have leant in
class, 38% read between 3-4 hours, 16% between 5-6 hours, while nobody
read for 7 hours above.
This implies that majority (84%) of there respondents read between
1-4 hours, while few (16%) reads for 5 hours above. The table also shows
that (48%) of the respondents reads between 1-2hours to know more about
things around them, 32% between 3-4hurs, 16% between 5-6 hours while
4% between 7 hours above.
90
SECTION C
PROBLEMS OF HAVING POSITIVE READING CULTURE.
S/N FAMILY BACKGROUNDS
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
Yes
No
f
% f
%
Parents not having enough time to inculcate 34 68 16 32
positive reading culture to their children
Parent financial instability thereby causing the 30 60 20 40
children to hawk
Separation or divorce of parent can lead to poor 37 74 13 26
reading culture of children.
Poor educational background of parent leads to 37 74 13 26
poor reading culture of children.
STUDENT FACTORS
Distraction form peers group/peer pressure.
46 92 4 8
Living a couple lifestyle on campus can cause 36 72 14 28
poor reading culture.
Distraction during lectures e.g. noise, sleeping 39 78 11 22
can cause poor reading culture.
SOCIETAL FACTOR
Technology advancement e.g. use of I-phone 23 46 27 54
and I-pads can cause poor reading culture of
student.
Watching of films and midnight calls can also 34 68 16 32
cause poor reading culture of students.
Social functions like partying clubbing can 32 64 18 36
cause poor reading culture of students on
campus.
Playing of football or watching football match 17 34 33 66
can cause poor reading culture of students.
91
ENVIRONMENTAL FACTOR
12. Overcrowding of classroom also because poor 34
reading culture of student.
13. Poor classroom facilities can also cause poor 37
reading culture of student.
14. Illiteracy rate of people living in an 40
environment can also lead to poor reading
culture of student.
The result on the table 4.3 shows that majority
68 16 32
74 13 26
80 10 20
(68%) of the
respondents agreed that parents not having respondents agreed that parent
not having enough time to inculcate positive reading culture to their
children affect the academic performance of students while 32%
disagreed. This implies that majority of the respondents agreed that
parents financial instability thereby causing the children to hawk also
affect the student academic performance while 40% disagreed, this
implies that majority agreed while few disagreed.
The result on the table further describes that majority (74%) agreed
that separation or divorce of parent can lead to poor reading culture of
children while (26%) disagreed, thus shows that majority agreed while
few disagreed .
92
The fable also reveals that (74%) of the respondents agreed while
(26%) disagreed that poor education background of parents leads to poor
reading culture of children.
The result on the table further describe that majority (92%) agreed
that distraction form peer group/peer pressure affect students, this shows
that majority agreed while very few disagreed.
The table also shows that majority (78%) of the respondents agreed
that living a couple life style on campus can cause poor reading culture
while (28%) disagreed this shows that majority agreed while few
disagreed.
This result on the able further describe that majority (78%) of the
respondent agreed that distraction during lectures e.t noise, sleep can
cause poor reading culture while (22%) of the respondents disagree. This
shows that majority agreed while few disagree.
The table also shows that (46%) of the respondents agreed that
technology advancement e.g. use of I-phone and I-pads while can cause
93
poor reading culture of student while majority (54%) disagree. Thus
shows that majority disagree while few agreed.
The result on the table further describes that majority (68%) of the
respondents agreed that watering of films and mid night calls can also
cause poor reading culture of students while (32%) of the respondents
disagreed. This shows that majority disagreed while few disagreed.
The table also shows that majority (64%) of the respondents agreed
that social function like partying, clubbing can cause poor reading culture.
On campus while (36%0 of the respondents disagreed. This implies that
majority disagree while few disagreed and few agreed.
The table also reveal that majority (68%) of the respondent agreed
that overcrowding of classroom also cause poor reading culture of
students while (32%) of the respondents disagreed. This implies that
majority agreed and few disagreed.
The result on the table further describe that majority (74%) of the
respondents agreed that poor classroom facilities can also cause poor
94
reading culture of students while (26%) of the respondents disagreed. This
implies that majority agreed and few disagreed.
Lastly the table revealed that (80%) of the respondents agreed that
illiteracy rate of people living in an environment can also lead to poor
reading culture while (20%) of the respondents designed. This implies that
majority agreed while few disagreed.
95
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
5.1 Summary
This research work was designed and carried out to find out the
effect to reading culture on the academic performance of students in
Federal college of Education (Special), Oyo, the school of vocational and
technical education.
Specifically the study was carried out to discover the effect of
reading culture and academic performance of student, to know the factors
influencing reading culture among students and to discover the problems
limiting respondents form having positive reading culture.
In the process of carrying out the research, the review of the
literature was carried out and the view of academic performance was
looked into and questionnaire ware distributed the students in training in
the school of vocational and technical education to gathered information
from the sampled school for the study. The data collected were analysed
96
in and discussed in tables with the use of frequency and simple percentage
which was described in chapter four which show that most of the students
reads when their examination is approaching or when they need to get a
very vital information, thereby causing the causing the students to have
poor reading culture rather than positive reading culture.
Most of the students read everyday when the examination is
approaching, most of the students disagree that they do not read only
because their examination is approaching. In the attitudes of the students
most of them read always (64%) they read to widen their knowledge
(92%) discipline (90) and this will help to improve their academic
performance. Based on the students reading rate, it is discover that
students read everyday based on their discipline (100%). The students also
read other books apart form their discipline weekly thus helping them to
improve and to get more information about their environment. The
findings also showed that most of the time that the respondents spent in
reading do not exceed between 3-4 hours. The study also identifies
problems affective reading culture of students. This problems includes
97
family background, e.g. in availability of parents to inculcate good reading
culture in their children financial instability and illiteracy of parent then
single parenting cause serious problem in the students ability of having
good reading culture.
Students factors e.g. peer groups, couple’s life style on campus,
distraction, during lecture, e.g. noise, sleeping can also limit student from
having a good reading culture. Society factor like technology
advancement e.g. use of iphones cannot cause poor reading culture, based
on the fact that the students see it as a source of providing information in
order to improve reading. Watching of films and midnights calls, partying,
clubbing also limit students from having good reading culture.
Environment factor such as overcrowding of classroom, poor classroom
facilities and illiteracy rate of people living in the environment also limit
students from having a good reading culture.
98
5.2 Conclusion
The study reveals the effect of reading culture on the academic
performance of student. The effect of reading culture on the academic
performance of students is very great and this may have both positive and
negative result based on how it is utilized. It has been discovered that most
students read only for the purpose of their examination, continuous
assessment and to they read when they need to do their assignment. It was
also discovered that the time most students spent on reading do not
exceed 3-4hours, and so me problems that limit student reading rate
parental factors like financial instability, single parenting, peer groups
partying and clubbing at the wrong time affect the reading culture of
student negatively, that is why most of them read when they have reason
to do so.
And so, for effective reading to take place and for students to have
a positive reading culture, the curriculum planner, policy makers,
government should help in creating a good reading habit when planning
99
the curriculum, they should create time for reading in the school time table
and regular visit should be embarked upon by the inspector of education
to school. Also the parent should create enough time for their children to
order children and learning should take place in a conducive environment
as this will improve better academic performance and give the students a
brighter future.
5.3 Recommendation
From the finding made from the study, the following
recommendation were made based on the study.
1.
Students should be encourage by their parent and lecturers to
develop their interest to acquire good reading culture.
2.
There should be a conducive environment for learning for
students as this will help to improve the reading culture.
3.
Provision of sufficient lecture room for students to reduce
overcrowding in the classroom.
100
4.
Living a couple lifestyle in every institution should be
eradicated by the authority of the institution.
5.
Watching of films late in the night should be discouraged by
parents.
6.
Attending party clubbing should be reduced and should be
done at the right time not to affect their academic.
7.
Government
should
provide
enough
employment
opportunities for parents which will foster proper education
for their children.
5.4 Suggestion for Further Studies
Other researchers in the field of education is advised to carry out
more research studies on investigating the following topic:
1. Impact of single parenting on the academic performance of
students.
2. Factors influencing reading culture of students.
3. Perception of students in tertiary institution towards reading.
101
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112
FEDERAL COLLEGE OF EDUCATION (SPECIAL), OYO
SCHOOL OF SECONDARY EDUCATION
(VOCATIONAL AND TECHNICAL PROGRAMME)
QUESTIONNAIRE ON THE EFFECT OF READING CULTURE ON THE
ACADEMIC PERFORMANCE OF STUDENT
Dear respondent
This questionnaire is designed to investigate effect of reading culture on the
academic performance of student. The data collected will be used for academic purpose
only.
Please kindly read the following statement carefully and tick the right option
that best express your opinion
Thank you very much.
SECTION A (TICK APPROPRIATELY)
Personal characteristics of respondents
Sex:
Female ( )
Age:
10-20 (
)
Male ( )
21-30 (
Marital Status:Single ( )
)
31-40 ( )
Married ( )
40 and above ( )
Divorced ( )
No of dependant:
1-3 ( )
4-6 ( )
Family background:
Nuclear ( )
Polygamous ( )
Family size:
1-5 ( )
CGPA: 1.1-2 ( )
6-10 ( )
2.1-3 ( )
Widower/Widowed ( )
7-10 ( )
11-15 ( )
3.1-4 ( )
10 and above ( )
16 and above ( )
4.1-5 ( )
SECTION B (TICK APPROPRIATELY)
Attitudes of students towards reading
S/N
1.
2.
3.
ITEMS
I read everyday
I read always
I read only when the examination is approaching
113
SA
A
D
SD
4.
5.
6.
7.
8.
9.
10.
I read to widen my knowledge
I read only when I need to do my assignment
I read other books apart from my discipline
I like reading novels/magazine
I read to recollect what I have learnt in class
I read to know more about things around me
I read for better understanding
What are student’s reading rate
S/N
ITEMS
9.
10.
11.
12.
13.
14.
15.
16.
Every
day
Every
2 days
Every
3 days
Weekly
Monthl
y C.A
Session
Exams
I read when the examination is
approaching
I read whenever I have
continuous assessment
I read to widen my knowledge
I read only when I need to do my
assignment
I read other books apart from my
discipline
I like reading novels/magazine
I read to recollect what I have
learnt in class
I read to know more about things
around me.
TIME SPENT (TICK APPROPRIATELY)
S/N
1-2
hours
9.
10.
11.
12.
13.
14.
15.
16.
I read when the examination is approaching
I read whenever I have continuous assessment
I read to widen my knowledge
I read only when I need to do my assignment
I read other books apart from my discipline
I like reading novels/magazine
I read to recollect what I have learnt in class
I read to know more about things around me.
114
3-4
hours
5-6
hours
7 hours
above.
SECTION C (TICK APPROPRIATELY)
Problems of having positive reading culture.
S/N
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
FAMILY BACKGROUNDS
Parents not having enough time to inculcate positive reading culture
to their children
Parent financial instability thereby causing the children to hawk
Separation or divorce of parent can lead to poor reading culture of
children.
Poor educational background of parent leads to poor reading culture
of children.
STUDENT FACTORS
Distraction form peers group/peer pressure.
Living a couple lifestyle on campus can cause poor reading culture.
Distraction during lectures e.g. noise, sleeping can cause poor
reading culture.
SOCIETAL FACTOR
Technology advancement e.g. use of Iphone and Ipads can cause
poor reading culture of student.
Watching of films and midnight calls can also cause poor reading
culture of students.
Social functions like partying clubbing can cause poor reading
culture of students on campus.
Playing of football or watching football match can cause poor
reading culture of students.
ENVIRONMENTAL FACTOR
Overcrowding of classroom also because poor reading culture of
student.
Poor classroom facilities can also cause poor reading culture of
student.
Illiteracy rate of people living in an environment can also lead to
poor reading culture of student.
115
Yes
No