SUMMARY AND RECOMMENDATION: RELATIONSHIP BETWEEN READING INTEREST AND STUDENTS ACHIEVEMENT IN READING COMPREHENSION

CHAPTER SIX
SUMMARY, CONCLUSION AND RECOMMENDATIONS
The summary and conclusion of the findings are discussed in this chapter. It is also in this chapter that the recommendations are made. Educational implications and the limitations of the study are equally discussed here. In addition, suggestions for further studies are presented here.
Summary of the Study

            The purpose of this study was to establish the relationship between the reading interest and students' achievement in reading comprehension in Afikpo Education Zone of Ebonyi State, Nigeria. A comprehensive Literature review was done not only to serve as a guide but also to keep the researcher properly informed on what other scholars have done in the area.
            Five research questions as well as three research hypotheses were formulated to guide the study. The design for the study was a correlation survey design. A total of 769 SS2 students were used to provide data necessary for answering the research questions and testing the hypotheses guiding the study.



            The questionnaires which contained the reading interest inventory and two reading comprehension achievement tests were the main instrument used for the collection of data. Equally, the mean and standard deviation were used to analyze the research questions while the Pearson’s, Product Moment Correlation Coefficient was used to analyze the hypotheses formulated to guide the study. The study revealed among other things, that the students have interest in reading, the achievement of the students in reading comprehension is poor, the reading interest of male and female students are the same, the achievement of the male and female students in reading comprehension differ and above all, there is no significant relationship between the reading interest and reading comprehension achievement of senior secondary school students in Afikpo Education Zone of Ebonyi State.
Conclusion
            Based on the findings of the study, it is concluded that there is a significant difference between the students' reading interest and the  students’ reading comprehension achievement. The reading interest of the students does not necessarily determine their achievement in reading comprehension. 
The findings also indicate that there is no significant difference between the reading interest rates of the male and female students. The reading interest of the students are the same.
In this study, there is a significant difference between the reading comprehension achievement of the male and female students. The analysis of the results got indicate that gender has influence on the students achievement. The male and female students are exposed to the same learning processes and they have equal opportunity to compete favourably with each other; it was thus expected that their achievements should be the same but it was not. However, many factors like the physiological, psychological, social, as well as the emotional makeup of the male and female students (among other factors) may have played a determinant role in the difference in achievement.

Recommendations
           The findings of this study lead to the following recommendations. 
                  Ample time should be created to allow the students engage in meaningful reading activities both at home and in the school.
                  The home, school and state libraries should be properly equipped with current books, newspapers and magazines to strengthen and sustain students’ interest in reading.
                  conduceive reading environment should be created for the students both at home and in the school.
                  Gender differences should not be emphasized to encourage the students to explore their world through reading no matter the subject or discipline.
                  Reading should be well accommodated in the school timetable by allowing it to be treated separately from the English language.
                  Reading instruction teachers should be properly trained for it not merely using English language teachers as reading instruction experts.
                  The right teaching methods should be employed by teachers of reading to boost students’ interest in reading.
                  Students should be provided with the necessary reading texts for proper participation in reading classes.
                   Unqualified teachers should not be allowed to handle reading instruction.
                  In-service training and workshops should be encouraged by the Ministry of Education and schools to update teacher’s qualifications in teaching reading.
Educational Implications of the Study
      The findings of this study have some educational implications for the curriculum planners, ministry of education, schools, school heads, teachers, students and the general public.
           This study has proved that students have interest in reading contrary to some researcher’s findings and popular belief that students of these days no longer have interest in reading. It is one thing to have interest in reading and it is another to actually have the time to read, the materials to read and the conducive place to do the reading. Governments and parents should equip both the home school and state libraries with current and interesting books, magazines and newspapers to accommodate the various reading interests of students. Adequate time should also be created in the school time table to allow reasonable time for students’ free reading.
           Gender disparity in the students reading interest is in the mind of the people not actually what is obtained. The cultural belief that certain roles are for men and some for women has led to the erroneous assumption that certain subjects are for boys and some others for girls. This cultural belief, perhaps, may have led to the assumption that the male students’ interest in reading is different from the females. This study has clearly established that there are no such differences in the students reading interest. Thus, the general public should stop enforcing gender differences on the minds of the students and allow them to explore their world through reading, irrespective of their gender.
            This study has also proved that there is no relationship between the students’ reading interest and their achievement in reading comprehension. The implication of this finding is that students interest in reading does not necessarily determinge their performance in reading comprehension achievement tests while those who do not read as a result of no reading interest, would as a result record poor performances in reading comprehension tests. Girls are known to be doing the home chores. This may have also accounted for the difference in their reading comprehension achievement.
Limitations of the Study
      Some obvious problems were encountered by the researcher in the process of carrying out the study.
                                 Some schools found it difficult to release their students for the research as it was around the time they were about having their termly examinations.
Suggestions for Further Studies
      Based on the findings got in this study, further studies are suggested in the following areas:
                     Strategies for enhancing students’ interest in reading.
                     Psychological, physiological and social factors in the differences in comprehension.
                     Effects of text characteristics and readability levels to students achievement in reading comprehension.
                     Causes of students’ poor performances in reading comprehension in external examinations.

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APPENDIX A
QUESTIONNAIRE
Department of Arts and Social Science,

Dear Respondent,
I am a Postgraduate Student in the Department of Arts/Social Science Education majoring in English Language Teaching.
I am carrying out a dissertation on the topic, "Relationship between Reading Interest and Reading Comprehension Achievement of Senior Secondary School Students in Afikpo Education zone of Ebonyi State." I will require honest answers to the questions attached to this letter. This is purely an intellectual exercise which entails that your answers to these questions ought to be as sincere as possible while I, the questionnaire/interviewer, shall treat your responses with utmost confidentiality.

Thanks for your anticipated cooperation.


Yours faithfully,

APPENDIX B
READING INTEREST INVENTORY
Section A: Bio-Data
Please tick () as appropriate and fill the space where necessary.
School:______________________________________________________
Class:_______________________________________________________
Age:_________________________________________________________
Sex:_________________________________________________________
Hobbies:_____________________________________________________
Section B
Please tick (√) for the option that best fit your interest.
SA = Strongly Agree, A = Agree, D = Disagree, SD = Strongly Disagree
S/N

SA(4)
A3
D2
SD1
1
I like reading always.




2
I prefer computer games to reading.




3
I seldom make use of the public library.




4
My school has a functional library.




5
My parents have a home library.




6
I do not get bored reading beyond half an hour.




7
Reading is boring to me.




8
My parents compel me to read sometimes.




9
I have all the textbooks I need for reading.




10
I prefer photography to reading.




11
I like assignments that compel me to read different books.




12
I usually find it difficult to read any novel to the end no matter how interesting.




13
I do not have a study time table.




14
I cannot read with understanding in the class when it is noisy.




15
I always read silently.




16
I grew up in a print-rich environment.




17
I read less after school.




18
I enjoy reading in my spare time during holidays.




19
I rarely use the school library.




20
I read educational magazines only.




21
I read newspaper when it is available only.




22
I read to pass exams only.




23
I am interested in reading to impress my parents.




24
I prefer the computer to reading.




25
I prefer someone to tell me the story in a novel than reading it.




26
I prefer reading in the school only.




27
I prefer reading alone.




28
I like to read silently.




29
Reading is my hobby.






Reading Comprehension
Passage 1
Read the following passage carefully and answer the questions after it.
Malnutrition has been described as a tragedy of great magnitude. WHO declares that it is an accomplice in at least half of the 10.4 million child deaths each year. Malnutrition covers a wide range of illness from undernourishment due to a lack of one of more nutrients such as vitamin and mineral deficiencies to obesity and other diet-related chronic diseases.
            However, Protein-Energy Malnutrition (PEM) is by far the most lethal form of malnutrition. Malnutrition is restricted to children. It casts long shadows in the developing world according to WHO.
            Industrialized countries are not free from the scourge of malnutrition as about 11 million people suffer from it.
            Malnutrition is caused by inadequate intake of nutrient in the body triggered by a combination of factors, an insufficient intake of proteins, calories, vitamins and minerals.
            Illnesses such as diarrhea, measles, malaria and respiratory disease tax the body heavily and cause loss of nutrients. They reduce appetite and food intake thus contributing to malnutrition. Children are at a greater risk of suffering malnutrition. This is because they are in a period of rapid growth that increases the demand for calories and proteins. For similar reasons pregnant and nursing women are easily prone to malnutrition. Frequently, the baby’s problem begins even before birth. If a mother is undernourished or malnourished before and during pregnancy, the baby will have low weight. Then early weaning, poor feeding habits and lack of hygiene can bring on malnutrition.
            Malnutrition wreaks havoc on the body particularly that of a child and various studies have shown that poor growth in a child is associated with impaired mental development and poor scholastic and intellectual performance. A report from the United Nations calls these effects the most serious long term results of malnutrition. For children who survive malnutrition, the aftermath can linger on into adulthood.                
           
Questions
1.         Why is malnutrition described as a tragedy of great magnitude? (a) It is an accomplice (b) it causes illnesses and diseases (c) it leads to mineral deficiencies (d) it leads to large number of child death yearly.
2.         What according to the passage are the immediate causes of malnutrition? (a) lethal form of malnutrition (b) inadequate intake of nutrients in the body (c) insufficient intake of proteins, calories, vitamin (d) diseases that tax the body.
3.         Why are pregnant women and nursing women easily vulnerable to malnutrition? (a) their babies require more calories and proteins for development (b) children suffer malnutrition the most (c) breast milk needs to develop (d) they may suffer infections.
4.         How can a child’s problem begin before birth? (a) Early weaning and poor feeding habit is a problem. (b) The baby will have low weight (c) when a mother is malnourished during pregnancy; (d) when a mother eats little food before and after pregnancy.
5.         What according to the passage are the long term results of malnutrition? (a) It wreaks havoc to the child (b) It hinders growth and mental development. (c) It results to illiteracy (d) the child is always sick.
6.         ‘…The scourge of malnutrition’ is (a) Apostrophe (b) oxymoron(c) personification D simile.
7.         What is the grammatical name of ‘...who survive malnutrition?’ (a) Adverbial phrase (b) adverbial clause (c) adjectival clause (d) adjectival phrase.
8.         The function of the grammatical expression in number ‘7’ above is (a) it qualifies the noun ‘ children’ (b) modifies ‘ malnutrition (c) qualifies the verb ‘ can linger’ (d) objective of the verb ‘survive’
For each of the following words, choose from the options given another word or phrase which means the same and can replace it as used in the passage.
9.         magnitude (a) attraction   (b) tolerance (c) degree (d) devastation
10.       Lethal (a) great (b) unfortunate (c) inexplicable (d) destructive

Reading Comprehension
Passage 2
Read the following passage carefully and answer the questions on it.
It was a sunny day in the month of May the sun took its rightful position very early, lending credence to the general feeling that Andrew’s birthday was going to be greeted with the blessing of a pleasant weather. The sky looked so bright that Andrew insisted on having an open-air party.    Andrew had gone to great lengths to ensure a hitch-free party; a party which would remain the talk of the town. Although it was not intended to be free for all, a lot had been done to the occasion on the memories of many people long afterwards.
            The bright sun continued to smile. Andrew’s face beamed with pleasure with every passing moment. Very few of his contemporaries have so far succeeded in reaching the top of the ladder. Andrew in particular had been an orphan of storm. His father’s death during his third year in the secondary school and that of his mother two years later were only two of this orphan’s storms. He suffered a physical misfortune when a stockfish machine severed his left middle finger. But Andrew did not despair.
The courage to fail is very cheap. Every fool can afford to fail. But it raises one the herds of cowards and never-do-wells to be up and struggling. The reward of forbearance in the end is resounding success.
            And so it was for Andrew. Ever since he finished his university education, it had been success galore. He had got a good job in one of the country’s insurance companies. His pay was good; his promotion had been steady and his prospects bright. At forty, he had a good car and had already bought a house of his own. The world was at his feet!    

Questions
1.         At what age was Andrew celebrating his birthday party? (a) Forty years ago (b) After his university (c) when he became rich (d) at forty
2.         What was an indication that the birthday was to be a sucessful one? (a) the brightness of the sky (b) the sun went down very early (c) doubting Thomases (d) gloomy weather
3.         What two hardships had Andrew gone through in life? (a) He was an orphan and he passed through a storm (b) he was an orphan and he suffered a machine accident (c) his little finger was cut off and he was not discouraged (d) he had no helper and he struggled alone.
4.         Why do you think Andrew was able to succeed brilliantly? (a) encouragement of friends and well wishers (b) he went through a lot in life (c) patience (d) faith in God.
5.         ‘The world was at his feet’, what is implied by the expression? (a) He had confidence (b) people always stood up for him in occasions (c) he could buy anything he wanted (d) he was a success.
6.         The bright sun continued to smile’
What figure of speech is this? (a) Personification (b) simile (c) metaphor (d) paradox
7.         What grammatical name is given to ‘The courage to fail?’ (a) noun phrase (b) noun clause (c) adverbial clause (d) adjectival phrase.
8.         What is the function of the statement in question 7? (a) modifies the verb ‘is’ (b) object of the sentence (c) subject of the sentence (d) a complement.
For each of the following words, find another word or phrase from the options given, which means the same and can replace it as is it used in the passage.
9.         pleasant (a) rainy  (b) gloomy (c) tremendous (d) friendly
10.       beamed (a) light (b) shined (c) smiled (d) wrinkled
Adopted from New Oxford Secondary School English Course for Senior Secondary Schools

APPENDIX D
READING INTEREST INVENTORY
Section A: Bio-Data
Please tick () as appropriate and fill the space where necessary.
School:___________________________________________________
Class:____________________________________________________
Age:_____________________________________________________
Sex:_____________________________________________________
Hobbies:__________________________________________________
Section B
Please tick (√) for the option that best fit your interest.
SA = Strongly Agree, D = Disagree, A= Agree, SD= Strongly Disagree
S/N

SA4
A3
D2
SD1
1
I prefer computer games to reading.




2
I seldom make use of the public library.




3
My parents have a home library.




4
I do not get bored reading beyond half an hour.




5
Reading is boring to me.




6
My parents compel me to read sometimes.




7
I prefer photography to reading.




8
I usually find it difficult to read any novel to the end no matter how interesting.




9
I do not have a study time table.




10
I cannot read with understanding in the class when it is noisy.




11
I always read silently.




12
I read less after school.




13
I enjoy reading in my spare time during holidays.




14
I rarely use the school library.




15
I read newspaper when it is available only.




16
I read to pass exams only.




17
I prefer the computer to reading.




18
I prefer someone to tell me the story in a novel than reading it.




19
I prefer reading alone.




20
Reading is my hobby.






RELATIONSHIP BETWEEN READING INTEREST AND STUDENTS ACHIEVEMENT IN READING COMPREHENSION
IN AFIKPO EDUCATION ZONE OF
EBONYI STATE, NIGERIA

DEPARTMENT OF ARTS AND SOCIAL SCIENCE,
FACULTY OF EDUCATION
 


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