Teachers’ and Students’ Use of School Libraries for Developing Reading Culture in Senior Secondary Schools
Chapter One
OBJECTIVE OF THE STUDY
This study intends to look into teachers and students’ use of school and class libraries for developing reading culture in senior secondary schools.
Therefore, the study specifically intends:
- To look into the use of school library in promoting reading culture among the SSS teachers and students.
- To examine the availability of books in the school library.
- To examine the relevance of school library materials to SSS students and teachers.
- To find out factors militating against the SSS teachers and students in developing reading culture in Lagos State
CHAPTER TWO
REVIEW OF RELATED LITERATURE
INTRODUCTION
This chapter reviews the literature on teachers’ and students’ use of school libraries for developing reading culture in senior secondary schools. It discusses issues arising from the topic of discuss as viewed from different perspectives, with a view of giving a theoretical and empirical foundation to the study.
LITERATURE
Students are especially expected to have acquired reading habits and developed skills in effective library usage. However, the limited numbers of research studies in the domestic literature have revealed that students do not have a positive attitude towards library use (Bayram, 2001; Bınarba, 2006). Erdama and Demirel (2009) identified students’ habits in the use of their own school library, it was found that more than half of the students go to the library once a week or month, while only a few students go every day and that there were even participants, though very few, who never go to the library.
One of the oldest pieces of research regarding library use was carried out in 1933. This study showed that libraries were not used effectively and students usually went to libraries to read newspapers and journals (Cited by Clabo, 2002). The research carried out by Clabo (2002) in six high schools also revealed that 46.9 % of the students never go to library in a year, and another 22.3 % go to the library for once or twice. In other studies, it was also found that only a few students go to the library on a regular basis, while the remaining students do not need to do so and they spend very little time at the library (Burks, 1993; Barnard, 2000). Of the participants, 12.8 %, which is a considerable portion of the whole, has never borrowed a book from the library. The majority of the students make use of the libraries for research. Also, students prefer libraries in relation to the gaining of new knowledge and preparing for examinations since they are quiet places (Cited by Yılmaz, 1995). It was concluded from many studies that students use school libraries for doing their homework and assignment tasks (Bolton, 1982; Drake, 1985; Bancroft, Croft, Speth ve Phillips, 1998; Whitmire, 2001). Half of the participants stay in the library for 1-2 hours. Research carried out in Iowa University regarding university students’ library use level showed that only a few of them use microfilm, CD-Rom and video (Clougherty et al., 1998). During the interviews the students suggested that they go to the library only for studying and reading, since they were unable to use the resources efficiently. The reason for their not being able to use the resources efficiently might be that they do not know how to do that. According to the research; students are encouraged to use the library mainly by their friends and their own curiosity. The impact of the instructors on this end was found to be too low. However, it should be noted that the instructors’ encouraging the students to go to the library, assigning homework that motivates students and being good models for students, affect students’ attitude towards the library in a positive way (Burks 1993; Clabo, 2002; Erdamar and Demirel, 2009). It was found in the study conducted by Erdamar and Demirel (2009), that the student teachers like spending time at the library; they usually go to the library for research, homework and assignments; they like the quiet and peaceful environment in the library and they prefer libraries to be clean and tidy. In line with the findings of the study, other researches have demonstrated that students make use of the library for its quietness (Gratch, 1980), studying (Erdamar & Demirel, 2009; Clabo, 2002; Talbot, Lowell ve Martin, 1998), Research (Erdamar & Demirel, 2009) and for acquiring new knowledge (Yu, 2006). Students do not ask librarians for help much.
CHAPTER THREE
RESEARCH METHODOLOGY
Research design
The researcher used descriptive research survey design in building up this project work the choice of this research design was considered appropriate because of its advantages of identifying attributes of a large population from a group of individuals. The design was suitable for the study as the study sought to a critical analysis of teachers’ and students’ use of school libraries for developing reading culture in senior secondary schools.
Sources of data collection
Data were collected from two main sources namely:
(i)Primary source and
(ii)Secondary source
Primary source:
These are materials of statistical investigation which were collected by the research for a particular purpose. They can be obtained through a survey, observation questionnaire or as experiment; the researcher has adopted the questionnaire method for this study.
Secondary source:
These are data from textbook Journal handset etc. they arise as byproducts of the same other purposes. Example administration, various other unpublished works and write ups were also used.
Population of the study
Population of a study is a group of persons or aggregate items, things the researcher is interested in getting information a critical analysis of teachers’ and students’ use of school libraries for developing reading culture in senior secondary schools. Hundred (100) staff and Hundred (100) students of 4 selected secondary schools in Lagos mainland were selected randomly by the researcher as the population of the study.
CHAPTER FOUR
PRESENTATION ANALYSIS INTERPRETATION OF DATA
Introduction
Efforts will be made at this stage to present, analyze and interpret the data collected during the field survey. This presentation will be based on the responses from the completed questionnaires. The result of this exercise will be summarized in tabular forms for easy references and analysis. It will also show answers to questions relating to the research questions for this research study. The researcher employed simple percentage in the analysis.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
Introduction
It is important to ascertain that the objective of this study was to ascertain a critical analysis of Teachers’ and students, use of school libraries for developing reading culture in senior secondary schools.
In the preceding chapter, the relevant data collected for this study were presented, critically analyzed and appropriate interpretation given. In this chapter, certain recommendations are made, which in the opinion of the researcher will be of benefit in addressing the challenges of poor usage of library materials by students.
Summary
This study aimed at having a critical analysis of teachers’ and students use of school libraries for developing reading culture in senior secondary schools. Four objectives were raised. These objectives include:
To look into the use of school library in promoting reading culture among the SSS teachers and students, to examine the availability of books in the school library. to examine the relevance of school library materials to SSS students and teachers, to find out factors militating against the SSS teachers and students in developing reading culture in Lagos State.
Conclusion
Based on the above findings pertaining to the objectives of the study the following conclusions are drawn.
Results obtained from respondents show that students in senior secondary schools are not encouraged to use the library. it was concluded that the library use habits of public senior secondary school students in Lagos State, Nigeria have been at a low level.
Recommendation
This implies that organizing a series of lecture under user instruction or user education or library orientation program is required in public senior secondary schools. Students need to be counseled to use the library by teachers, librarians, school principal, and parents. This implies that the educational administrators and librarians should initiate students to read and use the libraries, and then it can help attain high academic achievement.
REFERENCES
- Adeyemi, T.O. (2010). The school library and students’ learning outcomes in Ekiti state, Nigeria. Asian-Journal of business management 2(I) p1-8.
- Aina, A.J., Ogungbeni, J.I. & Adigun, J.A. (2011). Poor reading habits among Nigerians. The role of libraries. Journals of Library philosophy and practice.2(8): 76-88
- Akala, M.L (2004).The Role of Literature in Teaching Reading skills in secondary schools in Kenya: A study of Lugari District unpublished M.phil thesis. Eldoret Moi University Press. American Library
- Association (2008). An interpretation of the library bill of rights pg 11-27.
- Amuka, P. (2012). Why young people are not reading. Sunday Nation September 2nd , Nation Media Publication. Nairobi
- Barasa, L.P (1997). Factors Affecting the Teaching and Learning of English in Kenya Secondary schools: Policy, training and practice. Unpublished PhD thesis. U.K: University of Hull.
- Best, John W. and Kahn, J.V. (2008), Research in Education, New Delhi, Prentice Hall of India Private Blaikie, N. (2000). Designing Social Research. Cambridge: Polity Press Buston & Humphries (1992).2nd edition ‘Mastering English Language’. New York: Palgrave
