Full Project – FACTORS AFFECTING STUDENTS READING HABITS IN SECONDARY SCHOOL

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CHAPTER ONE

INTRODUCTION

1.1   Background to the Study

The high demand for elimination of illiteracy has in various forms elicited response from the Nigerian Government. This has resulted in the government declaration of Universal primary Education (UPE) in 1976 and the Universal Basic Education (UBE) in 2003 which increased students’ enrolment.Reading according to Moyle (1969) is thinking the thoughts that a writer is communicating to his readers by way of the written or printed words. Suleiman and Crossman (1980) defined reading as interactive not passive. They viewed reading as sense making, an act of becoming, where new questions, insights and understanding that were once held are subject to modification, re-interpretation and even dismissal. Reading can also be seen as a psycholinguistic process involving the interaction of languages and thought as language is decoded and meaning is reconstructed. Kolawole (1979).The importance of good reading culture cannot be over-emphasized as it provides individuals welfare, social progress and international understanding. It also provides skills, knowledge and right attitude and frees one from boredom or idleness, among others. Reading is not just for school but for life since it enhance the success at both school and beyond.It has been observed that some of the disadvantages of poor reading culture are high failure rate, increase in students’ dropout rate, continuous high rate of unskilled manpower, poverty, frustration, loss of self esteem and illiteracy among others. There is a general feeling that students in tertiary institutions lack reading culture. This may be borne out of the poor habits formed at the lower academic levels. Many lecturers complain about the poor reading habits among their students which may have implications on the personal and intellectual development. Edomwandagbon (2005) reported that if students who were preparing for both or either internal and external examinations avail themselves of facilities in the various libraries, read their notes and textbooks diligently,  the incidence of cheating, impersonation and examination malpractice and cultism will be greatly reduced in Nigerian higher institutions of learning. The irony is that the case under discussion cuts across even affecting students in University of Benin.

1.2Statement of the Problem
The general feeling that poor reading habits or culture among University of Benin students is getting out of control very terrifying and infuriating. The high failure rate in examinations, the increase in students’ drop out rate and the production of half-baked graduates among others could be as a result of poor reading culture and have adverse effect on Nigeria as a nation, socially, economically and polity.Governments efforts in fighting illiteracy is being thwarted by the students who have refused to inculcate good reading culture either for knowledge or for pleasure. The after math is that much needed manpower which the University of Benin should have produced may fall below required standard because of the students nonchalant attitude towards their studies with regard to reading. Many students who would have contributed immensely may drop out because of their poor performances. Many factors may predispose students to poor reading culture. The statement problem of this study therefore is whether there are factors affecting the reading culture in university of Benin.

1.3   Purpose of the Study
1. To examine the status of reading culture in university of Benin.
2. To examine the influence of gender as a factor affecting reading culture among students in university of Benin.
3. To examine the influence of students course of study as a factor affecting reading culture among students in university of Benin.
4. To examine the influence of parental income as a factor affecting reading culture among students in university of Benin
5. To examine the influence of parental level of education as a factor affecting reading culture among students in university of Benin
6. To examine the influence of secondary type of students as a factor affecting reading culture among students in university of Benin.

1.4   Research Questions
The following questions will be raised to guide the study.
1. What is the status of reading culture of students in the University of Benin
2. Does students gender affect their reading culture?
3. Does students’ cause of study affect their reading culture?
4. Does parental income affect the reading culture of students.
5. Does parental level of education affect the reading culture of students
6. Does secondary school type affect students’ reading culture?

1.5   Research Hypotheses
Questions 1 and 3 were analysed while 2,4,5 and 6 were translated to hypotheses and tested at 0.05 level of significance
Ho1:    There is no significant difference between to reading culture of male and female students.
Ho2:    There is no significant difference between the reading culture of students and the parental level of income either high or income.
Ho3:    There is no significant difference between the reading culture of students and the parental level of education either formal or non-formal education.
Ho4:    There is no significant difference between the reading culture of students and the secondary school type either public or private secondary school.

1.6   Significance of the Study
As Nigeria strives to achieve growth and development in economic, social and political sectors of the economy; it is imperative that students, who are the future leaders, should be prepared to take over the burden of continuous national development. Government will benefit because good reading culture will lead to success in the students training programme. Economically, this will lead to the production of qualified manpower that will contribute positively towards, the national income of the country. The standard of living of the various students also would increase. Politically, the country would have vibrant electorates who will participate fully in the government of the country. Socially the students would not be social nuisance rather they will contribute positively to the growth of the culture. Good reading culture would make the student to achieve more and thereby boosting the self esteem. The misplaced priorities of cultism, prostitution and other criminal acts would be curtailed. The students would be more lave abiding. The university would have peaceful and orderly environment that would be conducive to effective teaching and learning. The university of Benin authorities would be happy to turn out citizens who would be found worthy in character and in learning as they confer on the graduads with various academic honours.

1.7   Scope of the study

This study will  examine the status of reading culture in university of Benin. The study will also  examine the influence of gender as a factor affecting reading culture among students in university of Benin. More so, the study will examine the influence of students course of study as a factor affecting reading culture among students in university of Benin. Furthermore, the study will examine the influence of parental income as a factor affecting reading culture among students in university of Benin. The study will further  examine the influence of parental level of education as a factor affecting reading culture among students in university of Benin. Lastly the study will  examine the influence of secondary type of students as a factor affecting reading culture among students in university of Benin. Hence the study will be delimited to the University of Benin.

1.8. Definition of Terms

1. Reading Habits: Reading habits refer to the regular tendencies, behaviors, or routines that students develop toward reading activities. It includes the frequency of reading, types of materials read, time spent reading, and the level of interest and motivation attached to reading.
2. Secondary School Students: Secondary school students are learners enrolled in the junior or senior secondary school levels, typically between the ages of 12 and 18. In this study, the term refers specifically to students in recognized secondary schools within the research area.
3. Factors Affecting Reading Habits: These are variables or conditions—whether personal, environmental, social, or institutional—that influence how often, how well, or how willingly students engage in reading activities. They may either improve or hinder students’ reading culture.
4. Reading Culture

Reading culture refers to a sustained attitude or lifestyle in which reading is valued, practiced, and integrated into daily life. It implies the habitual use of reading for academic, personal, and recreational purposes.

5. Home Environment: Home environment describes the socio-cultural and physical conditions within a student’s household that influence learning. These include parental involvement, availability of reading materials, study space, and general support for academic activities.
6. School Environment: School environment refers to the academic and physical atmosphere within the school that promotes or hinders reading. This includes access to libraries, quality of teachers, reading programs, availability of books, and classroom activities that support literacy development.
7. Parental Involvement: Parental involvement is the active participation of parents or guardians in a child’s reading development. It includes monitoring reading activities, providing books, encouraging reading, and modeling positive reading behaviors.
8. 8. Reading Materials: Reading materials are printed or digital texts that students use for academic or leisure reading. They include textbooks, storybooks, magazines, newspapers, online articles, and other forms of literature.
9. 9. Academic Performance: Academic performance refers to how well students achieve academically in school examinations, tests, and assessments, often influenced by their study habits, including reading habits.

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