Effect of Reading Clubs on Reading Habits on Secondary School Students
Chapter One
Objective of the study
The objectives of the study are;
- To assess the impact of reading clubs on the reading frequency of secondary school students in Nigeria.
- To examine the effect of reading clubs on the motivation of secondary school students to engage in reading.
- To investigate the influence of reading clubs on the development of reading comprehension skills among secondary school students.
- To explore the role of reading clubs in improving access to diverse literature for secondary school students in Nigeria.
CHAPTER TWO
REVIEWED OF RELATED LITERATURE
Introduction
Reading can be defined as a complex cognitive process of decoding symbols in order to construct or derive meaning. It is a complex interaction between the text and the reader which is shaped by the reader’s prior knowledge, experience, altitude and language community which is culturally and socially situated. (Wikipedia). To Fisher (2001) reading is an intellectual action which is possible only if a child has formed the habit of reading and practicing it since child hood. Tella and Akande (2007) asserted that the ability to read is at the heart of self education and lifelong learning and that it is an art capable of transforming life and society. Reading habit is a pattern in which individual organizes his reading Sanzkaeo (1999) sees reading habits to be the behaviors which expresses the liking for reading of individual types and tastes for reading. While Azikwe (1998) described reading habits as the way and manner a student plan his or her private study outside lecture hours in order to master a particular subject or topic fielden (2004) states that good reading habits help the student in critical reflection in skills outcomes such as selecting, analyzing, critiquing and synthesizing. Nneji (2002) also stated that reading habits are learning tendencies that enables students work privately. The importance of reading cannot be overemphasized, that is why Isuigo-Abamike (2001) emphasized that reading has a direct influence on the performance of any student, be it for the purpose of passing exams or for leisure. To kolawole (2005) reading is basic to learning, and so the child’s ability to read is the centre of his educational process. Nkiko and Yusuf (2006) asserted that reading is one of the life’s greatest pleasures that open the door to culture, knowledge and independence. Because of the role that reading plays in the learning situation, Deavers (2000) is of the view that once a child has been taught how to read and develop the love for books, he can explore for himself the wealth of human experience and knowledge. Also Maduekwe (2002) posits that once students gets accustomed to reading they become better students, they will be able to learn fast, understand better, and acquire new knowledge and skills more rapidly and are better equipped for their chosen careers. Thanuskodi (2012) when explaining the benefit of reading says that a reader can learn new skills, become more knowledgeable about the whole world and can be stimulated to both thoughts and emotions. As human beings there different reasons why we read and different kinds of materials we read. Oke (1996) gives reasons why students read to be include self improvement, pleasure, and relaxation and also feeling of pride and prestige. To Potter (2011) reading fires children’s imagination and encourages quick learning as well as widens their views, expands their horizons and helps readers learn about present times. He further stressed that reading encourages imaginations, curiosity and the ability to handle complex ideas. Furthermore, Okebukola (2004) affirms that through reading humans have the tools to transmit knowledge to succeeding generation. A survey carried out by Book aid international (2003) in Sonaike (2004) revealed that children in developed country reads for relaxation, while majority of children in developing countries read only for passing exams. However, the inability of students not forming a habit of reading could be linked to some factors. Nssein (2008) highlighted some of the factors leading to low reading habit as; slow comprehensive rate, slow reading rate, difficulty in distinguishing main ideas from relevant details, inadequate vocabulary, inadequate reading interests, on availability of reading materials, distractions from Television, and other viewing gadgets.
CHAPTER THREE
RESEARCH METHODOLOGY
INTRODUCTION
In this chapter, we described the research procedure for this study. A research methodology is a research process adopted or employed to systematically and scientifically present the results of a study to the research audience viz. a vis, the study beneficiaries.
RESEARCH DESIGN
Research designs are perceived to be an overall strategy adopted by the researcher whereby different components of the study are integrated in a logical manner to effectively address a research problem. In this study, the researcher employed the survey research design. This is due to the nature of the study whereby the opinion and views of people are sampled. According to Singleton & Straits, (2009), Survey research can use quantitative research strategies (e.g., using questionnaires with numerically rated items), qualitative research strategies (e.g., using open-ended questions), or both strategies (i.e., mixed methods). As it is often used to describe and explore human behaviour, surveys are therefore frequently used in social and psychological research.
POPULATION OF THE STUDY
According to Udoyen (2019), a study population is a group of elements or individuals as the case may be, who share similar characteristics. These similar features can include location, gender, age, sex or specific interest. The emphasis on study population is that it constitutes of individuals or elements that are homogeneous in description.
This study was carried to examine Effect of reading clubs on reading habits on secondary school students.. selected secondary schools in Uyo form the population of the study.
CHAPTER FOUR
DATA PRESENTATION AND ANALYSIS
INTRODUCTION
This chapter presents the analysis of data derived through the questionnaire and key informant interview administered on the respondents in the study area. The analysis and interpretation were derived from the findings of the study. The data analysis depicts the simple frequency and percentage of the respondents as well as interpretation of the information gathered. A total of eighty (80) questionnaires were administered to respondents of which only seventy-seven (77) were returned and validated. This was due to irregular, incomplete and inappropriate responses to some questionnaire. For this study a total of 77 was validated for the analysis.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
Introduction
It is important to ascertain that the objective of this study was to ascertain effect of reading clubs on reading habits on secondary school students. In the preceding chapter, the relevant data collected for this study were presented, critically analyzed and appropriate interpretation given. In this chapter, certain recommendations made which in the opinion of the researcher will be of benefits in addressing effect of reading clubs on reading habits on secondary school students..
Summary
This study was on effect of reading clubs on reading habits on secondary school students. Three objectives were raised which included: To assess the impact of reading clubs on the reading frequency of secondary school students in Nigeria, to examine the effect of reading clubs on the motivation of secondary school students to engage in reading, to investigate the influence of reading clubs on the development of reading comprehension skills among secondary school students and to explore the role of reading clubs in improving access to diverse literature for secondary school students in Nigeria.. A total of 77 responses were received and validated from the enrolled participants where all respondents were drawn from selected secondary schools in Uyo. Hypothesis was tested using Chi-Square statistical tool (SPSS).
Conclusion
The study on the effect of reading clubs on the reading habits of secondary school students in Nigeria sheds light on the positive impact of these clubs in promoting reading engagement and cultivating reading habits. Through an examination of the research findings, it is evident that reading clubs play a significant role in enhancing students’ reading frequency, motivation, comprehension skills, access to diverse literature, and overall engagement with reading materials.
The study revealed that participation in reading clubs increased the reading frequency among secondary school students. The structured reading schedule and accountability within the clubs encouraged students to dedicate more time to reading, leading to a higher frequency of engagement with reading materials. This increased exposure to texts contributed to a more extensive and diverse reading repertoire, allowing students to explore various genres, authors, and themes.
Furthermore, the findings indicated that reading clubs had a positive impact on students’ reading comprehension skills. Engaging in discussions and reflections within the clubs fostered a deeper understanding of the content. By sharing interpretations and insights, students developed critical thinking skills and gained new perspectives, thereby enhancing their reading comprehension abilities.
Another significant outcome of the study was the positive effect of reading clubs on students’ reading motivation. The supportive and motivating environment of the clubs, coupled with the social aspect of discussions and book recommendations, fostered a love for literature among students. This intrinsic motivation encouraged students to read more and enjoy the reading process, thereby reinforcing their engagement with reading materials.
Additionally, the study highlighted the role of reading clubs in improving students’ access to diverse literature. By suggesting and sharing books within the clubs, students were exposed to a broader range of reading materials, enabling them to explore different cultures, genres, and perspectives. This exposure facilitated cultural understanding, empathy, and a more inclusive worldview among students.
Overall, the study demonstrates that reading clubs are effective in cultivating reading habits among secondary school students in Nigeria. The findings provide valuable insights for educational stakeholders and policymakers to enhance reading promotion strategies and literacy development initiatives. By incorporating reading clubs into school curricula, allocating resources for library development, and providing training for teachers, policymakers can harness the benefits of reading clubs to foster a reading culture and improve literacy levels among students.
It is important to acknowledge the limitations of the study, such as the sample size and representativeness, self-reported data, and the variability in reading club implementation. Future research can build upon these limitations and delve further into specific aspects of reading clubs to enhance our understanding of their impact on reading habits
Recommendation
Based on the findings of the study on the effect of reading clubs on the reading habits of secondary school students in Nigeria, the following recommendations are proposed to further enhance the implementation and impact of reading clubs:
- Incorporate Reading Clubs into School Curriculum: Educational policymakers should consider integrating reading clubs as a formal component of the school curriculum. By allocating dedicated time for reading club activities within the timetable, schools can prioritize and promote reading habits among students. This integration will ensure widespread participation and long-term sustainability of reading clubs.
- Enhance Access to Diverse Reading Materials: Schools should prioritize the establishment and maintenance of well-stocked libraries with a wide range of reading materials. Efforts should be made to provide students with access to diverse literature, including books from different cultures, genres, and perspectives. Collaborations with local libraries, publishers, and community organizations can help in acquiring a variety of reading resources.
- Provide Training and Support for Reading Club Facilitators: Teachers and librarians who oversee reading club activities should receive specialized training and support. They should be equipped with strategies to facilitate engaging discussions, promote active reading practices, and foster a positive and inclusive reading environment. Professional development programs and resources can assist facilitators in effectively guiding reading club sessions.
References
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