A CASE STUDY OF SOME SCHOOLS IN IKWO
L.G.A. OF EBONYI STATE
A PROJECT PRESENTED TO THE DEPARTMENT OF
SOCIAL STUDIES/PRIMARY EDUCATION STUDIES,
NATIONAL TEACHERS’ INSTITUTE (NTI)
KADUNA
GIRLS’ HIGH SCHOOL ABAKALIKI STUDY CENTRE
IN
PARTIAL FULFILLMENT OF THE AWARD OF
NIGERIAN CERTIFICATE IN EDUCATION (NCE)
ABSTRACT
This study investigated the reading
habits of Junior Secondary School students in Ikwo Local Government Area of
Ebonyi State with a view to finding the nature of reading, causes of poor
reading habits among students and to proffer solutions. The investigation was
based on four research questions formulated to guide the study on the problems
of reading among secondary school students. The study was presented in five
chapters. Chapter one covered the introduction and the background of the study.
Chapter two dealt with the review of related literature. Chapter three focused
on the research methodology. Chapter four was concerned with the presentation,
interpretation and analysis of Data. The final chapter looked into summary of
findings, conclusion and Recommendations.
TABLE OF CONTENTS
Title
page i
Approval
page ii
Dedication iii
Acknowledgement iv
Table
of contents v
List
of Tables vii
Abstract
viii
CHAPTER ONE
INTRODUCTION
1.1 Background to the study 1
1.2 Statement of problem 4
1.3 Purpose of the Study 5
1.4 Research Questions 5
1.5 Significance of the study 6
1.6 Scope of the Study 6
CHAPTER TWO
REVIEW OF RELATED LITERATURE
2.1 Introduction 7
2.2 Definition 7
2.3 Importance of Reading 9
2.4 Reading habits of Nigerian/Students 13
2.5 Causes of reading disability 15
2.6 Summary 18
CHAPTER THREE
3.1 Introduction 20
3.2 The research Design 20
3.3 Research Population 20
3.4 Sample and sampling technique 21
3.5 Instrument for data collection 22
3.6 Validity 23
3.7 Reliability 23
3.8 Procedure of Data collection 23
3.9 Method of Data analysis 24
CHAPTER FOUR
PRESENTATION, INTERPRETATION ANALYSIS OF
DATA
4.1 Introduction 25
4.2 Research Question one 25
4.3 Research Question two 28
4.4 Research Question Three 30
4.5 Research Question Four 32
CHAPTER FIVE
SUMMARY OF FINDINGS, CONCLUSION AND
RECOMMENDATIONS
5.1 Discussion 34
5.2 Conclusion 34
5.3 Recommendation 35
5.4 Summary of Findings 36
References 38
Appendix I 39
Appendix II 40
LIST OF TABLES
TABLE
I: Do you always like
reading?...................................26
TABLE
II: Students only read to pass
examinations…………26
TABLE
III: Do you read other books outside
the school approved
texts (eg magazines etc)………………………………27
TABLE
IV: Do you have an equipped library in
your school?......28
TABLE
V: Do your parents provide you with
enough
reading texts……………………………………………29
TABLE
VI: Many students cannot afford the
cost of textbooks…29
TABLE VII: Do you thing teachers teach students reading
skills very
Well……………………………………………………….31
TABLE VIII: Do teachers make
serious efforts to correct the reading
fault’s of students………………………………………31
TABLE IX: Teachers should be blamed for the poor
reading habits
of students………………………………………………32
TABLE X: Inability to read contributes to the poor
performance of
students in
examinations………………………………33
REFERENCES
Achebe, O.P; (1985). Programme for the Apostolate for Catholic Students and Youths
Onitsha: Army organization Nig.
Njelite, O. and Okereke A (eds) (1990) The Humanities and Social Change Onitsha:
Ofor Heritage Publishers.
Obah, T.Y., (1987). “Improving Reading Ability at the
secondary level in Nigeria” Journal of
English Studies, (JES), vol. iv.
Ohikpe, B.O. (eds) (1981). The use of English for Higher Education: Onitsha: African-Fep
Publishers Limited.
Orisawayi, D. et al (eds) (1997) Communication skills in English Enugu: John Jacobs Classic
publishers ltd.
Unoh, S. et al (eds) (1990) Developing English language skills in secondary and Higher Education.
Enugu: Harris Publishers Ltd.
The Plight of Education in Nigeria. The ‘Torch’ No 126
Dec. 2003-June 2004.
APPENDIX
QUESTIONNAIRE ON THE NEED FOR
DEVELOPMENT OF READING HABIT IN STUDENTS OF JUNIOR SECONDARY SCHOOLS IN IKWO
L.G. AREA
Dear
respondent,
The purpose of this questionnaire is
to collect data on “the need to develop
reading habit in the Junior secondary schools- A study of Ikwo L.G.A.
You are therefore, requested to
please supply the necessary answers to the questions asked by ticking (P) inside the box.
Thanks for your co-operation.
The researchers,
QUESTIONNAIRE FOR STUDENTS PART ONE;
1. Sex: Male female
2. Age range: fewer than 15 above
15
3. Educational level of father. Educated not
educated
4. Name of your school……………………………
5. Class……………………………………………
PART TWO
6. Do you always like reading? Yes No
7. Students only read to pass examination
Yes No
8. Do you
read other books outside the school approved texts
(e.g magazines, newspaper)? Yes No
9. Do you
have an equipped library in your school?
Yes No
10. Do your
parents provide you with enough reading texts?
Yes No
11. Many students cannot afford the cost of
text books.
Yes No
12. Do you think that teachers teach students
reading
skill very well? Yes No
13. Do you
think that teachers make serious effort to correct the reading faults of students?
Yes No
14. Teachers
should be blamed for the poor reading habits of students. Yes No
15. Inability
to read contributes to the poor performance of students in examination. Yes No
CHAPTER THREE
METHODOLOGY
3.1 INTRODUCTION
In this chapter are presented the
research Deign, Population, Sample and Sampling Technique, Instrument of Data Collection
validity, Reliability, Procedure of Data collection and Method of Data
analysis.
3.2 THE
RESEARCH DESIGN
This study was designed to
investigate all the problems of development of reading habit in students of
Junior Secondary Schools. It is hoped them that the results of such a study
will help in no small measure in the development of good reading habit in
students in junior secondary schools
thus solving the problem of the fallen standard of Education in Nigeria.
In order to achieve this purpose a
descriptive design is considered best because it is directed towards collecting
factual information that precisely describes the existing phenomenon as the
answer to the research questions.
3.3 RESEARCH
POPULATION
Population could be defined as the
total number of people who hoe in a particular geographical area, city or
country. This implies the total number of people that hoe there.
The target population of this
project therefore comprises of all junior secondary school students in Ikwo
Local Government Area of Ebonyi State.
3.4 SAMPLE
AND SAMPLING TECHNIQUE
The sampling technique used was
simple random sampling. The research randomly selected a total of two hundred
(200) Students from the population specified above. Fifty (50) students were
drawn from Ikwo high school Ekpeomaka Agubia Ikwo, Fifty (50) students also
were drawn from Community Secondary School Ndifu Alike Ikwo. In the same vein,
fifty (50) students were each drawn from Community Secondary School Omege
Echara and Community Secondary School Nzashi respectively.
The
sample is graphically represented in the table below;
S/N
|
Name
of school
|
Location
|
Community
|
No
in class
|
Sample
size
|
1
|
Ikwo
High school Ekpeomaka Agubia Ikwo
|
Ikwo
central
|
Inyamagu
Agubia
|
185
|
50
|
2.
|
Community
secondary School Ndufu Alike Ikwo
|
Ikwo
East
|
Ohaukwu
|
170
|
50
|
3
|
Community
Secondary School Omege Echara
|
Ikwo
south
|
Omege
Echara
|
160
|
50
|
4.
|
Community
Secondary School nzashi
|
Ikwo
East
|
Ndufu
Echara
|
140
|
50
|
655
|
200
|
3.5 INSTRUMENT
FOR DATA COLLECTION
The research instrument for data
collection in this study in the questionnaire. The questionnaires will be
issued to two hundred (200) students who will be used in the study. The two
hundred (200) students will be randomly selected on equal proportion from each
of the four schools.
The questionnaires are divided into
two parts. The first part deals with the respondents personal profiles such as
name, sex, age and educational background of their parents etc.
The second part covers the actual
questions relating to the subject-matter of the study. The questions were
formulated to elicit responses that will seek to address the relevant research
questions. The questionnaire contains structured questions as well as close-ended
ones.
3.6 VALIDITY
The questionnaire was seen to
possess face and content validity. The items were constructed based on the
research questions formulated in the first chapter to guide the study. The
questionnaire was given to the project supervisor and it was seen to be valid.
3.7 RELIABILITY
Reliability is the consistency with
which a test item yields same scores of given at different times to the same
sample or to different samples. The split half method was used to test the
reliability of the questionnaire and it was seen to be reliable.
3.8 PROCEDURE
OF DATA COLLECTION
All the questionnaire will be
distributed personally by the researcher and will be directly administered on
and will be directly administered on the respondents in their various schools.
A particular date will be agreed on for the researcher to re-visit the schools
of the first visit to collect the already completed questionnaires. This
procedure will be adopted in order to allow the students think properly before
giving accurate answers to the questions so as to avoid hasty decisions.
3.9 METHOD
OF DATA ANALYSIS
Table will be drawn showing the
frequency of occurrences of the data collected on each of the research
questions, the result of which will be converted to percentages using the
formular
CHAPTER FOUR
PRESENTATION, INTERPRETATION AND
ANALYSIS OF DATA
4.1
INTRODUCTION
The aim of this chapter is to vividly present analyse
and interpret the data the researcher collected in the course of her
investigation. The researcher administered 200 copies of the questionnaire on Junior
Secondary School Students in the four secondary schools used in this study. A
total of 190 questionnaires which represents 95% of the total number of
questionnaires were returned and used in the analysis. 10 questionnaires were
not returned.
The questions were designed to elicit answers to the
research questions as stated below.
4.2 RESEARCH
QUESTION ONE
How often do students read?
Questionnaire Item 1.
Do
you always like reading?
The question was used to know the reading disposition
of students. The responses received are analysed in table 1 below:
TABLE 1
Response
|
Frequency
|
Percentage
|
Yes
|
180
|
94.7%
|
No
|
10
|
5.3%
|
Total
|
190
|
100%
|
From the analysis on the table 1
above 180 respondents the representing 94.7% of the total population answered
in affirmation, which 10 respondents representing 5.3% of the total population
answered negatively.
Questionnaire: Item 2
Students only read to pass
examinations.
The aim of question two was to find
out students purpose of reading.
Table II below shows the analysis of the responses received
TABLE II
Response
|
Frequency
|
Percentage
|
Yes
|
140
|
73.7%
|
No
|
50
|
26.3%
|
Total
|
190
|
100%
|
The
analysis on table II above shows that 140 respondents representing 73.7% of the
total population agreed with the assumption, while 50 respondents representing
26.3% of the total population disagreed.
Questionnaire: Item 3
Do you read other books outside the
school approved texts (e.g Magazines Newspaper etc)?
The responses are shown on table III
below.
Table
III
Response
|
Frequency
|
Percentage
|
Yes
|
45
|
23.7%
|
No
|
145
|
76.3%
|
Total
|
190
|
100%
|
Table
III above shows that 45 respondents read the other books outside the school
text while 145 respondents representing 76.3% of the total population do not
read other books.
From the analyses table is I, II and
III above, it is established that over 70% of students only read in order to
pass their examinations.
In addition, about 80% of the
students read only the school set texts. This habit of reading is very poor
because the purpose of reading to pass examinations is temporary. As soon as
the examinations are over, the students can hardly remember what they read.
4.3 RESEARCH
QUESTION TWO:
Is there any implication of poor
reading habit on educational development?
This question seeks to find out the
possible effect of poor reaching habits on educational development or growth.
It is this assumption of this researcher that students with poor reading habits
cannot under take any serious scholastic work.
Questionnaire: Item 4
Do you have an equipped library in
your school?
The
responses to question four above are tabulated on table iv below:
Table
iv
Response
|
Frequency
|
Percentage
|
Yes
|
45
|
23.7%
|
No
|
145
|
76.3%
|
Total
|
190
|
100%
|
Table iv above shows that 45
respondent which is 23.7% of the total population answered in the affirmative
while 145 respondents answered in the negative. It was also discovered that all
who answered in the affirmative came from a particular school. This shows that
only one out of the four schools used for this study has an equipped library.
Questionnaire: Item5
Do your parent provide you with
enough reading texts?
The
responses received to question five is represented by table 5 below.
Response
|
Frequency
|
Percentage
|
Yes
|
40
|
21.1%
|
No
|
150
|
78.9%
|
Total
|
190
|
100%
|
The
table above shows that 40 respondents which represents 21.1% of the total
population were provided with enough reading texts while 150 respondents which
represents 78.9% of the total population were not. It was further discovered
from the questionnaire received that those who answered “yes” to this question
were mostly children of educated parents.
Questionnaire: Item 6
Many students cannot afford the cost
of text books.
The responses received are stated on
table vi below:
Table vi
Response
|
Frequency
|
Percentage
|
Yes
|
180
|
94.7%
|
No
|
10
|
5.3%
|
Total
|
190
|
100%
|
Table
vi above shows that 180 respondents representing 94.7% of the total population
answered “yes” while 10 representing 5.3% of the total population answered
“No”.
From the analyses on tables iv, v,
and vi above, it is evident that most secondary schools in Ikwo do not have
school libraries; similarly, the cost of text books is so much that students
and parents/guardians find it difficult to obtain the necessary textbooks.
Therefore, one can safely say, that the level of literacy or illiteracy of
parents contributes much to the reading ability/habit of their children. There
is no doubt then that such situations would effect the development of reading
in the individual students which in turn, would adversely affect the
development of education.
4.4 RESEARCH
QUESTION THREE
How often do teachers point out
reading faults among students.
The aim of this research question is
to find out the efforts or otherwise of teachers to teach their students
reading skills as well as improve their reading ability.
The researcher’s assumption is that
teacher’s contribute to the poor reading habits of students.
Table
vii, viii and ix below show the result of the findings.
Questionnaire: Item 7
Do you think that teachers teach
students reading skills very well?
Responses to question seven are
recorder don table vii below:
TABLE VII
Response
|
Frequency
|
Percentage
|
Yes
|
95
|
50%
|
No
|
95
|
50%
|
Total
|
190
|
100%
|
The analysis on table vii above, shows that 95
respondent of the total population were of the view that teacher’s teach
students reading skill very well, while 95 respondents representing 50% of the
total population disagreed.
Questionnaire: Item 8
Do teachers make serious efforts to
correct the reading fault’s of students?
The responses received are recorded
on table viii below.
TABLE VIII
Response
|
Frequency
|
Percentage
|
Yes
|
90
|
47.4%
|
No
|
100
|
52.6%
|
Total
|
190
|
100%
|
Table
viii shows that 90 respondents representing 47.4% of the total population
answered ‘yes’ to the total population answer ‘No’.
Questionnaire: Item 9
Teachers should be blamed for the poor reading habits
of students.
Table
ix below should the responses received.
Response
|
Frequency
|
Percentage
|
Yes
|
85
|
44.7%
|
No
|
105
|
55.3%
|
Total
|
190
|
100%
|
The
table ix above reveals that 85 respondents representing 44.7% blamed teachers
for students’ poor reading habits while 105 respondents representing 55.3% of
the total population disagreed.
From the analyses on tables vii,
viii and ix above, one on deduce that although many teachers teach students
reading skills as well as make serious efforts to correct students reading
faults, they should be partly blamed for the poor reading habits of students.
4.5 RESEARCH
QUESTION FOUR:
Can the nature of reading habit
affect students performance in examination.
Research question four seeks to find
out the effect of poor reading habits on students’ performance in examinations.
Questionnaire: Item 10:
Inability to read contributes to the
poor performance of students in examinations.
Respondents’ view are analysed on
table x below:
Table
X
Response
|
Frequency
|
Percentage
|
Yes
|
190
|
100%
|
No
|
NIL
|
0%
|
Total
|
190
|
100%
|
Table
x shows that all the respondents used in this study agreed that inability to read
contributes to the poor performance of students’ in examinations:
From the analysis on table x, one
can safely say that the nature of reading habit affects students’ performance
in examinations.
CHAPTER FIVE
SUMMARY OF FINDINGS, CONCLUSION AND
RECOMMENDATION
5.1 DISCUSSION
The purpose of this study was to
investigate the reading habits of Junior Secondary School Students. The 57
researcher was particularly concerned with Junior Secondary School students in
Ikwo Local Government area of Ebonyi State.
A total of 200 students were
involved in the exercise. The researcher drafted and distributed 200 copies of
the questionnaire to the students. From the responses received, the
investigator was able to collect information on students’ reading habits; problems
and causes.
5.2 CONCLUSION
The researcher has explored every
possible avenue within her scope so to arrive at the best possible result which
she sincerely believes has been achieved. However, the research is by no means
exhaustive. Reading, no doubt, goes far beyond the period of studentship into
the wider society. It therefore, calls for a wider and more in depth study of
the problems of reading in education and national development and the need for
a solution towards its amelioration.
Consequently, the researcher
suggests the more studies be carried out to cover larger areas such as a whole
state. Also, the attitude of teachers on the one hand and of students on the
other, towards reading needs to be studied with a view to enhancing reading and
to minimize or possibly eradicate deficiency among students. This will
hopefully put an end to the poor performance syndrome in examinations.
5.3 RECOMMENDATIONS
Although this study is primarily
designed to investigate reading habits among students of Junior Secondary
Schools in Ikwo Local Government Area of Ebonyi State, the problem of reading
is relatively, the same among Nigeria students. This means that since reading
is important in education as well as national development, the result of this
study could be applied to any other school in Nigeria especially in this fallen
standard state of education.
This research, in line with many
reading experts, indicated that the reading habit of Nigeria students is very
poor. The students see reading as a necessary evil which is inevitable for
examination success. It is imperative then that they need to be properly
educated in order to be made to look beyond school and examinations in their
readings. In view of the above, the following recommendations are made:
Firstly, teachers should be made to
understand the importance of reading in education and also have good knowledge
of reading skills so as to identify and correct students reading faults as they
occur.
Secondary, parents and government at
various levels should provide necessary reading materials for schools and
students like textbooks and functional libraries.
Thirdly, Education planners and
syllabus Designers should fashion the syllabus and approve textbooks in such a
way that reading will be very interesting.
It is therefore hoped that of the
above recommendations are meticulously adopted, the problems of poor reading
habits would have been solved and a sound reading cultivate established in
Nigeria.
5.4 SUMMARY
OF FINDINGS
Based on the data collected and analyzed
the researcher was able to establish that:
i. The
reading habit of our Junior Secondary School Students is very poor as most of
them only read to pass examinations.
ii. Most
students restrict their readings to approved texts, which in turn restricts
their knowledge to the classroom activities, which makes their cosmology very
narrow.
iii. Parent/Guardians
do not provide their children/wards with the necessary textbooks. This
contributes greatly to the students’ reading deficiency.
iv. The
cost of textbooks is very high. This makes it difficult for parents and
students to obtained enough reading text.
v. Most
secondary schools do not have equipped libraries. It is a major cause of
reading disability among students as the school cannot give them adequate
reading education.
vi. Many
teachers do not make serious effort towards the correction of students reading
faults.
vii. Reading
deficiency among students is the major cause of students’ poor performance in
examinations.