The Factors Affecting Reading Culture Of Students In The University

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The Factors Affecting Reading Culture Of Students In The University


Abstract


This study was carried out to examine the the factors affecting reading culture of students in the university using University of Benin , Edo State. Specifically, the study examined the status of reading culture in university of Benin. The study also examine the influence of gender as a factor affecting reading culture among students in university of Benin. The study further examine the influence of students course of study as a factor affecting reading culture among students in university of Benin. More so, the study examine the influence of parental income as a factor affecting reading culture among students in university of Benin. Furthermore, the study examine the influence of parental level of education as a factor affecting reading culture among students in university of Benin. Lastly, the study examine the influence of secondary type of students as a factor affecting reading culture among students in university of Benin. The study employed the survey descriptive research design. A total of 180 responses were validated from the survey. From the responses obtained and analyzed, the findings revealed that there is no significant difference between to reading culture of male and female students. Also,there is a significant difference between the reading culture of students and the parental level of income either high or income. Lastly, there is a significant difference between the reading culture of students and the parental level of education either formal or non-formal education. The study hereby recommend that when the teachers and professors of the university provide students with handouts, most of the students will no longer search for extra sources regarding the topic, and it results in less extra reading. So teachers should encourage students for reading whether it is about the subject or not by giving assignments and/or group reading and programs like reading competition. Also teachers should create environments that promote students’ interest in reading. Lastly, Universities and the departments in specific should set a specific time in the schedule for the students to read their favorite books.


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.


1.2 Statement 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

  1. 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.
  2. Ho3: There is no significant difference between the reading culture of students and the parental level of education either formal or non-formal education.
  3. 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.


Chapter Five


Summary, Conclusion and Recommendation

5.1 Summary

In this study, our focus was on the factors affecting reading culture of students in the university using University of Benin as a case study.The study specifically was aimed at highlighting the status of reading culture in university of Benin. The study also examine the influence of gender as a factor affecting reading culture among students in university of Benin.

The study further examine the influence of students course of study as a factor affecting reading culture among students in university of Benin. More so, the study examine the influence of parental income as a factor affecting reading culture among students in university of Benin. Furthermore the study examine the influence of parental level of education as a factor affecting reading culture among students in university of Benin.

Lastly, the study examine the influence of secondary type of students as a factor affecting reading culture among students in university of Benin. A total of 180 responses were validated from the enrolled participants where all respondent are drawn from students of the University of Benin


5.2 Conclusion

Based on the finding of this study, the following conclusions were made:

  1. There is no significant difference between to reading culture of male and female students.
  2. There is a significant difference between the reading culture of students and the parental level of income either high or income.
  3. There is a significant difference between the reading culture of students and the parental level of education either formal or non-formal education.
  4. There is a significant difference between the reading culture of students and the secondary school type either public or private secondary school.

5.3 Recommendation

Based on the responses obtained, the researcher proffers the following recommendations:

  1. When the teachers and professors of the university provide studentswith handouts, most of the students will no longer search for extrasources regarding the topic, and it results in less extra reading. Soteachers should encourage students for reading whether it is about thesubject or not by giving assignments and/or group reading andprograms like reading competition. Teachers should createenvironments that promote students’ interest in reading.
  2. Universities and the departments in specific should set a specific timein the schedule for the students to read their favorite books.
  3. Parents should encourage their children by providing time for readingat home, having a decent library at home, creating an interestingenvironment for reading such as a specific area for reading, and beinga role model for their surrounding people.
  4. The students should use technology carefully to avoid wasting theirtime with unnecessary and irrelevant information.

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