Internet Influences On Students Reading Culture In Post Covid Era

Internet Influences On Students Reading Culture In Post Covid Era
Abstract
The Internet has simplified information services provided in this post COVID era. One can easily acquire the required knowledge and information on a single click, thus, making information generation and dissemination timely. Regrettably, this may not be so for categories of individuals who seemed to have deviated from the original plan of the Internet for academics. Hence, this study was necessitated to investigate internet influences on students reading culture in post COVID era. Three objectives guided the study. The research design adopted was a survey research design. The population of the study comprised of 278 students of the College studied. The sampling technique used was a complete census. A questionnaire was used as an instrument for data collection. Data collected were analyzed using frequency counts, simple percentages and mean scores. The findings showed that majority of the students make use of the Internet to study, prepare for examinations, write assignments, and chatting with friends, among others. Making the students active in class, distracting their reading, and exposing them to unimportant articles and write-ups were among the influences. The study recommended that Management of secondary schools should organize seminars aimed at teaching the students the right use of the Internet to improve their reading culture, among other things.
Table of Content
Chapter One
1.0 Introduction
- 1.1 Background to the Study
- 1.2 Statement of the Problem
- 1.3 Objectives of the Study
- 1.4 Research Question
- 1.5 Research Hypothesis
- 1.6 Significance of the Study
- 1.7 Scope of Study
- 1.8 Limitation of the Study
- 1.9 Definition of Terms
- 1.10 Organisation of the Study
Chapter Two
2.0 Literature Review
- 2.1 Conceptual Framework
- 2.2 Influence of Covid-19 Pandemic Lockdown on Education
- 2.3 Challenges in Teaching and Learning
- 2.4 Managing Coronavirus Pandemic in Nigeria Education System
- 2.5 Theoretical Review
Chapter Three
3.0 Research Methodology
- 3.1 Research Design
- 3.2 Population
- 3.3 Sample and Sampling Technique
- 3.4 Instrument for Data Collection
- 3.5 Validity of Instrument
- 3.6 Reliability of Instrument
- 3.7 Method of Data Collection
- 3.8 Data Analysis
Chapter Four
4.0 Results and Discussion
- 4.1 Result
- 4.2 Discussion of Findings
Chapter Five
5.0 Summary, Conclusion and Recommendation
- 5.1 Summary
- 5.2 Conclusion
- 5.3 Recommendation
- References
- Appendix
Chapter One
1.0 Introduction
1.1 Background to the Study
Reading is the springboard of any literacy program. It is one of the oldest habits of human civilization and has remained the passion of the greatest personalities of all times. According to Nnadozie and Egwim (2010), reading is a complex skill requiring the coordination of several interrelated sources of information. It is the art of interpreting printed and written words, and the most effective process of conscious learning, which influences the extent and accuracy of information as well as the attitudes, morals, beliefs, judgment and action of individuals (Edeole & Adejoke, 2016). However, due to the attitude of individuals who rarely pick a book or magazine to read, there is a serious decline in reading culture. The same applies to the school child for whom reading has come to mean a thing of spare time. Considering the place of creative thinking in reading, it becomes very important for one to develop the rudiments of reading and the culture of reading always.
The importance of reading culture cannot be overemphasized because it is crucial for both personal and academic success. Furthermore, it is an aid to language development, socialization and civilization. The development of good reading culture is important because society has realized the importance of information and effective communication for the survival and exploitation of their environment. Moreover, the development of reading and reading culture are basic skills, which society must confer on its students as part of their childhood education. Unfortunately, there are problems inherent in the development of proper reading culture among students as a result of some technological innovations.
In early 2020, the COVID-19 (caused by the SARS-CoV-2 virus) pandemic shocked the world, almost bringing it to an unprecedented stop. The new coronavirus apparently started to spread (1) in China during December 2019, before moving to Thailand, Japan, the Republic of Korea (first confirmed cases on 20 January 2020), then to the United States, Vietnam, Singapore (2), and, at the end of January 2020, to Australia, Nepal, Europe (first cases in France on 25 January 2020 and later in Germany, Finland, Italy etc.), Malaysia, Canada, the Middle East, and other countries of the Western Pacific Region and South-East Asia Region, and (3) onwards to Russia, Africa, and Latin America (WHO, 2020). On 11 March 2020, the World Health Organization (WHO) declared the COVID-19 a pandemic (WHO, 2020). By 31 July 2020, COVID-19 had spread across 217+ countries and territories, with almost 17.1 million confirmed cases and 668,073 deaths. America then had confirmed 9.15 million cases, Europe 3.31 million, South-East Asia 2 million, Eastern Mediterranean 1.53 million, Africa 0.75 million, and the Western Pacific 0.31 million cases (WHO, 2020). The dire consequences of this pandemic are already being seen in a historic recession in most developed parts of the world, e.g., in the USA where in the second quarter of 2020, according to an early estimate, GDP plummeted annually by 32.9% while in the euro area GDP plunged by 12.1% and in the European Union (EU) by 11.9% over the previous quarter (Aristovnik, Keržič, Ravšelj, Tomaževič, &Umek, 2020).
As far as health is concerned, the novel coronavirus SARS-CoV-2 (severe acute respiratory syndrome-coronavirus-2) has affected all age groups, with the worst manifestations and highest death rates being found among older individuals and patients with comorbidities (Goldman, 2020). Besides bringing to the fore many (existing) problems and challenges in the area of health, the COVID-19 pandemic has created all manner of unanticipated turbulence in society and the economy (Cao, Fang, Hou, Han, Xu, Dong, &Zheng, 2020), like previous pandemics in history. Over the last few hundred years, pandemics, e.g., the bubonic plague, the Spanish flu, SARS, Ebola, influenza A (H1N1) etc., have been responsible for significant changes in geopolitical and demographic situations by altering patterns of migration, travel, urbanization, trade, and technology use (Liu, Bao, Huang, Shi, & Lu, 2020). A few months into the novel coronavirus (COVID-19) pandemic, it has become clear that the corona crisis and its many consequences on all levels will last for years, thereby thoroughly impacting our lives forever. The challenges created by COVID-19 will in one way or another affect each and every one of us—the wellbeing of all groups in society in every affected country and globally (Brooks, Webster, Smith, Woodland, Wessely, Greenberg, & Rubin, 2020).
Although they are young and thereby generally not in any of the specific risk groups at risk of coronavirus infection due to the serious health consequences it might bring, students are still a population group that has experienced dramatic effects of the first wave of the COVID-19 pandemic in the first four or five months of 2020 and therefore huge changes to their everyday lives and, perhaps even more alarmingly, to their prospects for their immediate and distant future. Most countries affected by the pandemic were able to slow down the spread of the coronavirus with varying degrees of success, including by imposing drastic measures like banning public events and gatherings, workplace closures, stay-at-home restrictions, restrictions on domestic and international transport, testing and contact tracing, and shutting educational institutions down (Owusu-Fordjour, Koomson, & Hanson, 2020). Physically closing educational institutions (schools, universities) proved to be an efficient way of minimising the spread of the virus, yet it has led to many challenges for both students and teachers, but also their families, friends, employers, and thus society and the global economy. Moreover, once they reopen after the lockdowns, educational institutions will not encounter the same situation they experienced before the COVID-19 pandemic. The norms that guide many parts of our lives will need to be reformulated in detail in the post-pandemic context and are likely to result in drastic changes to the way in which the future workforce is educated (Rose, 2020).
As of 1 April 2020, the number of learners required to stay at home due to the closure of their educational institution on all levels reached a peak of 1.598 billion from 194 countries (UNESCO, 2020). The pandemic has had a big impact on higher education students’ practices regarding academic work and life (e.g., the switch to online lectures/tutorials, closed libraries, changed communication channels for teachers’ and administrative support, new assessment methods, different workloads and performance levels. etc.) and social life (closed dorms and therefore moving back home, no meetings with friends, university colleagues or relatives, no parties, no traveling, remaining trapped abroad, etc.), as well as their personal financial situation (loss of student job, worries about their own financial situation, future education and career) and emotional health (fears, frustrations, anxiety, anger, boredom, etc.) (Brooks et al., 2020; Cao et al., 2020). On top of the many challenges, the pandemic has led to some more positive changes in habits and mindsets, like paying greater attention to personal hygiene, taking care of one’s own health (quitting smoking, eating organic food sourced locally) and of one’s relatives, especially of those in risk groups, spending more time to do sports, etc. (Pan, 2020).
Several papers have already been published by researchers around the world presenting studies on various aspects of the COVID-19 pandemic crisis, particularly its consequences for physical and mental health, the economy, society, and the environment (Aristovnik et al., 2020; Javakhishvili, Ardino, Bragesjö, Kazlauskas, Olff, &Schäfer, 2020). The biggest limitations of these studies about student life while their higher education institution is physically closed are generally: the data derived from early stages of the pandemic; a relatively small sample; and focusing chiefly on a restricted number of aspects of a student’s life. The current study seeks to address these gaps.
1.2 Statement of the Problem
One of the technological innovations is the Internet. The Internet can be broadly defined as a worldwide network of computers communicating through an approved protocol. The Internet according to Kumar and Kaur in Jibrin, Musa and Shittu (2017), has an unlimited wealth of information resources that are readily available and easily accessible for people to use worldwide and simultaneously. Internet is a veritable tool in learning, teaching and research if effectively used. However, it has been observed that owing to this technological innovation, reading culture is being threatened, especially, among teens and secondary school students. In Nigerian society today, while technology is slowly taking a steady control over individual lives, the reading culture among secondary school students is fast vanishing. Today, students rather than read to acquire new knowledge prefer to spend hours unending, surfing the net, playing with funky handsets, chatting and passing non-stop short message services (SMSs), thereby making reading a book or any other information resource in a quiet or peaceful corner of a library or home an archaic idea. The declining interest in reading among our children compared to increase in hours spent on the Internet has become a cause for alarm and a challenge to all and something needs to be done to change the scenario, especially since the post-COVID era that featured the resumption of in-class learning after lockdown protoclos. However, assuming or concluding that Internet use is the cause of the declining reading culture can be better regarded as an assumption until empirically proven. It is against this backdrop that the current study seeks to investigate internet influences on students reading culture in post COVID era.
1.3 Objectives of the Study
The aim of this study is to investigate internet influences on students reading culture in post COVID era.
Specifically, the objectives of the study include to;
- Find out if students of Government College, Umuahia make use of the Internet;
- Determine the students’ reasons for their use of the Internet;
- Investigate the influence of the use of the Internet by the students on their reading culture in the post COVID era
1.4 Research Question
The following research questions are formulated to guide this research:
- Do students of Government College, Umuahia make use of the Internet?
- What are the major reasons for students’ use of the Internet?
- What is the influence of the use of the Internet by the students on their reading culture in the post COVID era?
1.5 Research Hypothesis
- HO1 There is no significant influence of internet of the reading culture of students in the post COVID era in Government College, Umuahia
- HA1 There is a significant influence of internet of the reading culture of students in the post COVID era in Government College, Umuahia
1.6 Significance of the Study
The findings of this study when published will be beneficial to students, educational institutions, government and regulatory authorities, and the society by providing recent data and information about the implications of COVID-19 pandemic lockdown on the academic activities of students which will help promote the better perception and knowledge. Specifically, it will reveal the influence of the use of the Internet on reading culture among students in the post COVID era which will reveal information on the implications of the pandemic on students’ academic activities, social and emotional life, personal circumstances and habits. Also, the challenges and prospects of teaching and learning as a result of the pandemic will be evaluated which will improve the knowledge of the best strategies to adopt.
The findings of this study will provide recommendations for policymakers and education institutions concerning how students can be supported in the aftermath of the crisis created by the COVID-19 pandemic in Nigeria. The result of this study will serve as good base or guide for future reference and it will also encourage further research on related areas. Lastly, the study will contribute to empirical literature and serve as future reference for further studies.
1.7 Scope of Study
This study was carried out to investigate internet influences on students reading culture in post COVID era. The study was limited to Government College, Umuahia, Abia state.
1.8 Limitation of the Study
The descriptive survey as a research design had its limitation of difficulty in using its findings for generalization since only a part can be used to represent the whole. In this case, internet influences on students reading culture in post COVID era could not be generalized to the entire nation. To reduce this limitation however, literature works were widely consulted to make references to issues being discussed which are of relevance to the other areas of the country.
Difficulty in the collection of primary data. This challenge was the result of the seemingly reluctance of respondents to provide information relevant to the study. This was taken care of by taking a letter from the authorities that served as evidence that this study was just for academic purpose. Thus, the information given was treated with utmost confidentiality.
1.9 Definition of Terms
Internet:
A global computer network providing a variety of information and communication facilities, consisting of interconnected networks using standardized communication protocols.
Influence:
Refers to the impact or effect that usage of the internet has on reading culture of students in the post COVID era.
Reading Culture:
Reading culture is an environment where reading is championed, valued, respected, and encouraged. Reading lies at the heart of the curriculum, and it’s of the upmost importance to a child’s personal, social, and academic success, as well as their general wellbeing.
1.10 Organisation of the Study
This research work is organized in five chapters, for easy understanding it is broken down as follows:
- Chapter one kicks off with the introduction, which consists of the background of the study, statement of the problem, objectives of the study, research hypothesis, scope and significance of the study.
- Chapter two begins with the conceptual framework on which the study is based, the theoretical literatures and also the empirical literature and thus the review of related literature.
- Chapter three deals on the research design, the population of the state used as a case study, the sample size and the sampling techniques used, the data collected, data analysis and the limitations of the method used.
- Chapter four concentrate on the data collection and analysis, interpretation and presentation of finding.
- Chapter five gives summary, conclusion, and recommendations made of the study.
Chapter Five
5.0 Summary, Conclusion and Recommendation
5.1 Summary
A critical look at the Internet could make one believe that it is a blessing to our generation. However, many students are becoming addicted to the Internet as they spend more time playing games or just surfing the net without any particular reasons. Consequently, the time they spend on studying is automatically reduced, which in turn causes lower academic achievement, which could all be attributed to poor reading culture.
Findings of the study have shown that the students make use of the Internet for different reasons. These reasons include for studying purposes, to prepare for examinations, to do their assignments, to chat with friends, to watch movies, to get information, to meet new friends, and to be like others. However, the influence of the use of the Internet is various, which include making them active in class, helping them to have a better understanding of what they are reading, chatting with friends keeping them awake to read in the night, Internet articles motivating them to read, the Internet distracting their reading, as well as exposing them to unimportant articles and write-ups.
5.2 Conclusion
Based on the findings, the study concludes that the use of the Internet amidst some positive influences, negatively influences the reading culture of the students of Government College, Umuahia, Abia State, Nigeria especially in the post COVID era.
5.3 Recommendation
Based on the findings in this study, the following recommendations are made.
- Management of secondary schools should organize seminars aimed at teaching the students the right use of the Internet to improve their reading culture.
- Teachers in secondary schools should give assignments to students that will stimulate effective use of the Internet for academic purposes and improvement of reading culture.
- School authorities and parents should closely monitor the Internet sites their students and wards visit to ensure that the utilization of the educational sites is encouraged.
- There should be a law stipulating the age limit of the utilization of some Internet sites that are detrimental to the reading culture of the secondary school populace.
- Secondary school students should be provided with adequate guidance on how to promote their reading culture through the appropriate use of the Internet.
- Establishing, equipping and proper maintenance of school libraries as a means of improving the reading culture of the secondary school students should be highly considered and made a priority for all secondary schools.


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