POOR READING HABIT AND ACADEMIC PERFORMANCE AMONG

JUNIOR SECONDARY SCHOOL STUDENTS IN ABEOKUTA

METROPOLIS,
OGUN STATE

OLUGBENGA TOLUWANIMI

17/ABK/01203029

A RESEARCH PROJECT SUBMITTED TO THE DEPARTMENT OF

ENGLISH EDUCATION, LAGOS STATE UNIVERSITY, OJO (FCE),
ABEOKUTA, OGUN STATE, NIGERIA

IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE AWARD

OF BACHELOR OFARTS (B.A) DEGREE IN ENGLISH LANGUAGE
EDUCATION

NOVEMBER, 2023
 CERTIFICATION
This is to certify that this project work was carried out by OLUGBENGA,

TOLUWANIMI PETER, under my supervision and has been read and therefore

approved by the Department of English Language Education, Lagos State University,

Ojo, Ogun State, Nigeria in partial fulfillment of the requirement of B.A (Hons)

Degree in English Language Education.

……………………………………. ………………………………

Dr. Ezenadu Date

(Supervisor)

……………………………………. ………………………………..

Date

(Coordinator, LASU)
 DEDICATION
This research work is dedicated to God Almighty.
 ACKNOWLEDGEMENT

My profound gratitude goes to God Almighty for his immense love and kindness over

me and the gift of life.

 ABSTRACT

Reading is associated…….
 TABLE OF CONTENTS
Page

Title page i

Certification ii

Dedication iii

Acknowledgement iv

Abstract vi

Table of Content vii

CHAPTER ONE: INTRODUCTION

1.1 Background to the Study

1.2 Statement of Problem

1.3 Research Questions

1.4 Research Objectives

1.5 Hypothesis of the Study

1.6 Definition of Terms

CHAPTER TWO: LITERATURE REVIEW

2.1 The concept of reading habit

2.2 Challenges of Teaching Reading in Nigeria

2.2.1 Gender and Reading habit

2.2.2 Learner’s Attitude and Reading Habit

2.2.3 Teacher’s Attitude and Student’s Reading Habits

2.3 Effect of Reading Habit on Student’s Academic Performance

2.4 Factors Hindering Students Reading Habits

2.5 Strategies for Improving Reading Habit

2.5.1 Establishment of Family Libraries

2.5.2 Group Task Activities in the School

2.5.3 Promotion by Parental Activities

CHAPTER THREE: RESEARCH METHODOLOGY

3.1 Study Area

3.2 Study design

3.3 Sampling and Sampling technique

3.4 Research Instrument.

3.5 Administration of Research Instrument

3.6 Reliability of the Instrument

3.7 Validity of the Research Instrument

3.8 Method of Data Analysis

 CHAPTER ONE

INTRODUCTION

1.1 Background to the study

Reading is the ability to recognize and understand meaning from a text. The

reader seeks to understand the meaning of a written text; evaluates its significance and

uses what he/she has read to enhance his/her knowledge, effectiveness or pleasure

(Ogbonna, 2014). Reading is a skill, and it can be acquired with a sound mind. .

Thus, any individual without the ability to construct meaning cannot live life

meaningfully. It is regarded as important because it can be entertaining and

educational, can open up new worlds and enrich one’s life, can improve hand-eye co-

ordination and enhance social skills. It is an important activity in the life of an

individual because it promotes and facilitates motivation of individual interest

towards the achievement of more knowledge .

Green, in the year 2001 postulated that “Reading habit is best formed at a

young impressionable age in school and once formed can last one’s lifetime”. Failure

to read paves the way for all kinds of catastrophes in the society. It is, therefore,

important that students should be encouraged to inculcate the habit of reading right

from the primary level to the advanced level; to empower them to have considerable

reading skills and achieve academic excellence which greatly depends on how much

information the individual has obtained from the school (Bashir & Mattoo, 2012).

In 2015, Ogugua regarded reading as an active mental process that makes one

to use his brain and at the end, becomes smarter. He also saw it as a fundamental skill

builder, because every course of study on the planet has matching books to grow with.

It helps one to improve vocabulary and expands one’s horizon5. It improves memory
and helps to build self-esteem. Every child is supposed to be fully competent in

reading to succeed in school and discharge responsibilities as a citizen of a country.

Reading is the only form of entertainment that is also an essential life skill. It is a skill

that must be nurtured from a child’s earliest years or else the child will not read well

(bad reading habit). Reading habit refers to habitual and regular reading of books and

information materials among individuals. It is one of the attributes of a developed

nation. Reading habit can be enhanced through provision of suitable reading materials

at schools and public places. Reading habit can be imparted in children early enough

through lullaby, songs, toys, music, choice of television programs, use of libraries,

resource centers and book clubs.

Bad reading habit is a calamity that can befall a nation. It is quite unfortunate

that many parents in developing countries are not exposed to the hidden treasures in

reading. Alternatively, they can spend huge amount of money on other things they

may consider pertinent to them. Little did they know that those things can “vanish” in

one day under the custody of a child that is wallowing in ignorance. A child gets a lot

of exposure, understands his culture and his environment when books are read. Good

reading habit will increase the knowledge of an individual as well as widen the

understanding of such individual which will translate to improved performance.

Performance is a task seen in terms of how successful it is performed. It is also

accomplishment of a given task measured against preset known standards of accuracy,

completeness, cost, and speed. In a contract, performance is deemed to be the

fulfillment of an obligation, in a manner that releases the performer from all liabilities

under the contract.

From the above, it may be the case that one of the key issues standing up to

students these days is not their failure to read but rather their total absence of
enthusiasm for reading. From the affirmation above, the study was carried out to

investigate the reading habit among students and the effect on their academic

performance in senior high schools, specifically among students of Junior Secondary

School in Abeokuta Metropolis.

Poor reading habit is a sure setup for poor vocabulary. It has been established

that there is a link between poor vocabulary and poor behaviour. It is all connected,

all tracing back to reading as it has been evident in further studies, all which will be

buttressed in detail throughout this study. Behavioral deficits can be evident in many

situations such as in academics and school.

A lot has been laid down as to the benefits of a good reading habit which

ripples out to other parts of the individual’s life. Academic underachievement and

problem behaviors frequently co-occur. For example; Greenbaum et al, in 1996 found

that the percentage of children with emotional and behavioral disorders (EBD)

reading below grade level increased from 54% to 85% across the study's seven-year

span. Nelson, Benner, Lane, and Smith in 2004 also reported that 83% of their study's

sample of children with EBD scored below the norm group on a standardized measure

of reading skill.

One of four causal models explains this co-occurrence. First, it may be that

“common cause” variables (e.g., poor attention) lead to problems in both reading and

behavior. This model implies that the relation between reading and behavior problems

is spurious.

Secondly, it may be that reading problems result in behavior problems.

Reading difficulties might trigger frustration, agitation, acting out, avoidance, and

withdrawal from learning tasks. If so, then instruction that improves a child's reading
skills should help decrease his or her problem behaviors. This should occur because

the behaviors were being maintained by a desire to escape an averse task.

Thirdly, it may be that behavior problems lead to reading problems. Off-task

and disruptive behaviors might decrease attending to instruction and activities,

thereby worsening a child's school performance. Consequently, reducing those

behaviors that are interfering with the child's learning should help improve his or her

reading ability.

Additionally, it may be that reading and behavior problems cause each other.

Both factors might be reciprocally causative over time, leading to a negative feedback

cycle of increasing problem behaviors, school disengagement, and academic failure.

Such a cycle would complicate intervention efforts. Depending on the timing of the

cycle's feedback effects, effectively remediating poor reading ability may require

interventions that target both reading and behavioral deficits.

Some methodological approaches would be taken to conduct this qualitative

research work which would include some variables:

i. Poor reading habit => Independent variable.

ii. Academic performance => Dependent variable.

1.2 Statement of problem

In Nigeria, the poor academic performance of secondary school students with

its negative consequences has been of concern to many parents, teachers, counselors,

and educational administrators. Although there are many reasons why people read,

but observations and researches have shown that there is a low reading habit among

students in the recent times, especially in developing countries, because reading is not

considered as a relevant leisure activity as it does not form part of children’s social

interaction (Babalola, 2020).

An Individual’s studying pattern/behaviour affect the amount of information

that such an individual adds to his or her short and long term memory. Several factors

have been linked with poor academic performance of students, which include poor

reading or study habits of a student (Popoola, Amoo, Popoola, & Umar, 2021). From

the above, it may be the case that one of the key issues standing up to students these

days is not their failure to read but rather their total absence of enthusiasm for reading

(Ameyaw & Anto, 2018), also, the lack of available information resources like text

books both in the school library and at homes also could lead to lack of students

forming the habits of reading (Babalola, 2020).

Section 4 (paragraph 18) of the National Policy on Education (2014) states

that secondary school students should be inspired with a desire for achievement and

selfimprovement both at school and later in life. This is aimed at equipping the

student to live effectively in this modern age of rapid technological development.

However, year after year, the various state governments of Nigeria continue to lament

over the poor academic performance of students who pass through these examinations

hence the need for this research. Hence, this study intends to examine how bad

reading habit affects junior secondary students in their formative years.

1.3 Research questions

Specifically, this study is aimed at providing answers to the following questions:

i. Does gender affect students’ reading habit?

ii. To what extent does teachers’ attitude affect junior secondary school

student’s reading habit?

iii. Is there any relationship between students’ attitude to reading and reading

habit?

iv. To what extent does reading habit affect Junior Secondary School

students’ academic performance.

1.4 Research objectives

The main purpose of this study is to examine the effects of reading habit on the

academic performance of students in public Secondary Schools with specific

reference to Junior Secondary School in Abeokuta, Metropolis.

The specific objectives are to:

i. To examine the effect of reading habits among students.

ii. To find out the importance of reading to students.

iii. To find out time spent in reading by students.

iv. To assess the type of materials students read when they visit the library.

v. To determine the effect of reading habits on students’ performance

vi. To ascertain factors affecting student's reading habits.

vii. To measure or examine possible solutions to curb the factors affecting

poor reading habits.

1.5 Hypothesis of the Study

The following hypotheses were formulated to guide the investigation of this study:

1.
HA: Gender affect student’s reading habit.

HO: Gender does not affect student’s reading habit.

2.
HA: There is significant relationship between teachers’ attitude and students’ reading

habit.

HO: There is no significant relationship between teachers’ attitude and students’

reading habit.

3.
HA: There is significant relationship between students’ attitude and reading habit.

HO: There is no significant relationship between students’ attitude and reading habit.

4.
HA: There is an extent to which reading habit affect students’ performance in

secondary schools.

HO: There is no extent to which reading habit affect students’ performance in

secondary schools.

1.6 Definition of terms

1. Reading: This is typically an individual activity, done silently, although on

occasion a person reads out loud for other listeners; or reads aloud for one's own use,

for better comprehension.

2. Reading habit: This has to do with a well-planned and deliberate pattern of study

which has attained a form of consistency on the part of students toward understanding

academic subjects and passing at examinations. Reading habits determine the

academic achievements of students to a great extent.

3. Academic Performance: This is associated with an academy or school especially

of higher learning.

4. Concentration: This a state of mind in attention is directed towards a specific task

at hand, direction of attention to a single object.

5. Comprehension: This is an ability to understand the meaning or concept of

something (or the knowledge acquired as a result)

6. Performance: This is how well a person, machine etc, carries out a piece of

work or an activity.

7. Vocabulary: Vocabulary (from the Latin for "name," also called word-stock,

lexicon, and lexis refers to all the words in a language that are understood by a

particular person or group of people.

CHAPTER TWO

LITERATURE REVIEW
2.1 The Concept of Reading and Reading Habits

Reading is the ability to understand words contained in a document and make

use of the knowledge for personal growth and development (Dadzie, 2008). This

implies making meaning out of recorded information either printed or non-printed in

the life of an individual. People read for different reasons and purposes, some of

which include for pleasure, leisure, relaxation, information and for knowledge.
Reading is also the identification of the symbols and the association of appropriate

meaning with them. It requires identification and comprehension. Comprehension

skills help the learner to understand the meaning of words in isolation and in context

(Palani, 2012). Palani believes reading is a process of thinking, evaluating, judging,

imagining, reasoning and problem solving.

Reading is an essential tool for knowledge transfer and the habit of reading is

an academic activity that increases skills in reading strategies. To know about

the world and its environment, a child helps himself through reading books,

newspapers and other magazines. Once the child has been taught to read and has

developed the love for books, he can explore for himself the wealth of human

experiences and knowledge through reading. Children, who miss the opportunity of

getting in touch with books in their early stages of life, find it hard to acquire good

reading habits in their later years (Deavers, Solity & Kerfoot, 2000).

Reading is an intellectual action which is possible only if a man forms a habit

of reading and practices these from childhood. Reading habits, therefore, play a

very crucial role in enabling a person to achieve practical efficiency. “Laws die but

books never.” Indeed, books are the most suitable medium through which knowledge

is transmitted from generation to generation (Issa, Aliyu, Akangbe & Adedeji, 2012).

Singh (2014) examined academic achievement and study habits of higher secondary

students. The study was conducted on a hundred (100) higher secondary students

randomly from two higher secondary schools. The result indicates that girls and boys

differ significantly in their study habits and academic achievement.

There is little knowledge about the everyday reading practices of tertiary

education students and how these practices affect their academic achievement.

Everyday reading consists of individuals’ reading activities for a variety of purposes,

such as for relaxation or information (Issa. et al, 2012). They believes that from

middle childhood through adulthood, reading becomes a major component of

studying, and much information learned through studying is initially acquired through

reading. Thus everyday reading activities in which students engage may, considerably

influence their studying skills and subsequent academic performance. There is a

general sense in which one appreciates the link between good habits of reading and

the academic performance of students generally, (Issa et al, 2012). Guthrie, Bennett

& McGough (2009) believe that “reading” is the act of getting meaning from printed

or written words, which is the basis for learning and one of the most important skills

in everyday life. (Issa et al 2012) further explains that reading is usually associated

with books as only the written words provide a complete picture of the act of reading.

It means that through reading, the individual is able to build or fix things, enjoy

stories, discover what others believe and develop ideas or beliefs of their own. Thus,

reading provides the key to all forms of information necessary for our day-to-day

survival and growth.

Reading is a basic instrument for the exchange of knowledge and the habit of

reading is an academic activity that builds abilities in reading methods. Reading is the

capacity to understand words contained in a printed or non- printed material and make

use of the information for self-improvement and advancement (Dadzie, 2008).

Individuals read for various reasons such as joy, recreation, relaxation, information

and knowledge development.

Palani (2012) reports that reading is the distinguishing proof of the

images/symbols and the relationship of proper significance with them. It requires

ability to recognize and comprehension.To know about the world and its environment,

a child makes a difference himself through the reading of books, daily papers, and
different magazines. Once the child has been instructed to read and has built up the

affection for books, he /she can investigate for himself the abundance of human

encounters and information through reading. Children, who miss the chance of

connecting with books in their initial stages of life, find it difficult to obtain good

reading habit in their later years (Deavers, 2000). Indeed, books are the most

appropriate medium through which information is transmitted from one era to another

or from one person to another, (Issa et al, 2012).

Philips & Compton (2016) says, “Reading habit tends to be associated with

course work and examinations, rarely with pleasure”. However, it is obvious that

irrespective of the discipline it will be difficult if not impossible for students to exhibit

their talents when they failed to read extensively. Devendran (2007) has shown that

the more the students watch the reading of their instructors, the more they need to

attempt it. The more the students listen to teachers read to them, the better they get to

be in reading. McKool and Gespass (2009) found that teachers who read for joy and

who actualize reading lessons, utilize writing circles, give chances to reading

discussions will probably urge their students to participate in quiet reading sessions,

talk about their reading experiences, and suggest different books to students.

The habit of reading is a practice of engaging with books or other texts

regularly and purposefully. A reading habit is important because it helps children and

adults develop various skills, such as learning, vocabulary, critical thinking, and

imagination. A reading habit can be developed by setting reading goals, choosing

interesting topics, integrating reading into your routine, avoiding distractions, and

making books accessible. There are several different motivations expected to be

useful in characterizing students’ school-relevant reading, including:

i. Curiosity, as in the desire to learn about a topic.

 ii. Aesthetic involvement, as in the enjoyment of experiencing a literary

text.

iii. Challenge, as in the orientation to learning complex ideas from text.

iv. Recognition, as in the gratification in receiving a tangible form of reward

for success in reading.

v. Grades, as in favorable evaluations from a teacher.

2.2 Challenges of Teaching Reading in Nigeria

Teaching reading remains a crucial part of any child's education. With patience,

creativity, and a willingness to adapt, teachers can help their students overcome these

challenges and develop a love for reading that will last a lifetime. Teaching children

how to read is an essential part of their education, but it is not without its challenges

Some challenges that are faced when teaching reading include:

2.2.1 Gender and Reading habit

It has been existent for a while now in African culture that the female gender

has no use for reading and education therefore placing lesser priority on the female

gender getting educated There creating a long line in history of lesser uneducated

females than uneducated males. This culture and idea began to dissipate in much more

recent times.

Bhan and Gupta (2010) on the other hand examined study habits and

academic achievement among the students belonging to scheduled caste and non-

scheduled caste group. The results revealed that sex has no significant impact on the

study habits and academic achievement of students. According to Botham (1999), he

examined the reading interests of middle school-sixth, seventh, and eighth-grade

students in a metropolitan, public school located in a southeastern state. The result of

this study showed differences in interest by gender, which are congruent with many

society’s stereotypes, and females reported a stronger interest in Romance,

Friendship, Animal Stories,Adventure, and Historical Fiction, while the males

reported stronger preferences for the categories of Sports and Science. Also, the male

respondents had a stronger preference for non-fiction than did the female respondents.

Gallo (2007) said “books, yield their best to you, if you read them at the age at which

each particular masterpiece can ideally be chewed and digested”.

2.2.2 Learner’s Attitude and Reading Habit

The key to reading habit and acquisition is exposure towards said activity.

The more exposure is, the faster one learns or acquires the habit (Al-Zoubi, 2018).

The end product of a positive attitude and good motivation is the action to do

something. Repeated specific actions would then form a habit. It is relevant to the

notion that habit is a learned, goal-directed act (Verplanken, Standage & Gillison,

2014) . It should also be added that habit does not develop randomly, instead formed

by repetitions. Reading habit, therefore, can be seen as the way one performs his

reading. It is noteworthy then that either good or bad habits could occur as a result of

repeated reading. It is even more remarkable that how well one’s reading depends

significantly on how one does his reading, in other words, his habit. Several habits

that might be formed in reading include whether one reads fast or slowly, whether one

reads out loud or silently, what reading method one is applying, whether one uses a

dictionary or not, and how one sees grammar and vocabulary affect his reading

(Mikulecky & Jeffries, 1996).

 However, not everyone finds reading easy to do, and not everyone sees it as

an exciting activity, let alone making it a habit. Those reasons will contribute to the

little to no amount of reading done by language learners. In that regard, this research

attempts to investigate the attitude, motivation, and habit of reading in Junior

Secondary Schools in Abeokuta. The findings of this research are expected to provide

insights into these learners' reading and raise awareness about the importance of

reading in achieving academic performance. The results would also be helpful as

guidance in deciding what to do next to these learners.

Several experts have tried to provide a conclusive definition of attitude. A

relatively recent one stated that attitude reflects evaluations of objects, ranging from

positive to negative, which was postulated by Fabrigar et al., in 2005. It is similar to

another definition that referred to attitude as a psychological tendency expressed by

evaluating a particular entity by some degree of favour or disfavour (Eagly &

Chaiken, 1993). Their broad-scoped definitions of attitude show that it works towards,

practically, everything. And this trait differs for every person because it is heavily

involved with how one evaluates something. As previously mentioned, attitude can be

negative or positive. In our case of reading, a positive attitude is preferable to a

negative one. Fortunately, attitude is subject to change, and many factors are

influencing it. Thus, investigating whether one’s attitude is positive or negative, and

to some extent finding out the responsible aspects of producing such attitude, before

finally shaping attitude for the better.

2.2.3 Teacher’s Attitude and Student’s Reading Habits

Teachers play pivotal roles in the education process such as guiding students

for future careers, teaching moral and social values, delivering academic information,
and developing students’ skills. These roles are closely related to opinions about what

characteristics a teacher should have (Işık et al., 2010; Wimberly et al., 1978).

Communication, methods and techniques used by the teacher to organize the course

activities can have positive or negative effects on students' expectations and needs.

The literature discusses what traits an effective and good teacher should possess

professionally and personally, and how he/she should behave in a classroom. In their

study to determine the characteristics of effective teachers, Wimberly et al. (1978)

found that effective and good teachers have new perspectives, are proficient in a

subject, are able to interpret information, encourage learning, and are fair, respect and

value students, encourage students, and love teaching. Specifically, Köksal (2008)

states that teachers are responsible for raising individuals who question, criticize, and

recognize their responsibilities.

It is not clear which of the data to obtain from teachers, administrators,

parents, and students' achievement scores will give the most accurate results in

teacher effectiveness evaluations. Each of these sources can be a valuable source of

data depending on the scope of the study. Furthermore, students' opinions and

experiences are also important data sources to be consulted, as they are directly

affected by their teachers' words, behaviors, and teaching methods (Follman, 1995).

2.3 Effect of Reading Habit on Student’s Academic Performance

Habitual reading is considered as one of the most important exercises for

enhancing one’s academic performance. Regular reading increases one’s vocabulary

and ability to think, improves one’s verbal and writing abilities, and broadens one’s

horizon.

The concepts study habits, study method, learning method, study skill,

learning skill, and study attitude have been used differently and sometimes
interchangeably. However, the common characteristic of these concepts is the

objective behind their theoretical and practical explanations, which is directed

towards enhancing students’ academic achievement (Northey et al., 2018; Albrecht

and Karabenick, 2018). Study habit in this context is a behaviour style which is

systematically formed by students towards learning and achievement. Bojuwoye

(1993) asserted that one major area in which students need preparation in order to

improve their performance is in learning how to study. That lack of adequate study

habits is a common educational problem among secondary school students.

As indicated by Tracy and Akande (2008) reading forms part of

entertainment that plays a crucial role in human development and life skills. Students

with poor reading habit get terrible scores in their examinations, get effortlessly

distracted and eventually drop out from school. Rubin (2002) is of the view that

students with poor reading habit have a higher opportunity of taking part in hostile

social practices, such as delinquency, truancy, school violence, tormenting, hacking of

computers and examination malpractices. While poor reading habit can be

instrumental in the destruction of any individual who is tormented with it, good

reading habit grows consistently and brings together a valuable personality. The

acquisition of reading abilities does not just affect or enhance confidence in language

expressions, but in different subjects such as: social studies, science and arithmetic.

A student who lacks reading ability does not do well in class activities and

this deficiency is extended throughout his/her academic lifetime (Fosudo, 2010).

“Reading plays an invaluable role in promoting ideas and ideals, which enhance both

individual development and the socio-economic development of the nation (Ike,

2000)”. Reading is a lifelong habit, the real wellspring of access to the information. It

is taken as an understood practice that backs a person to accomplish unique power and
builds up one's critical thinking capability. Reading habit, along these lines, is

cosidered as a fundamental means for the advancement of individual characteristics,

mental capacities, getting learning, information, and comprehension of a person

(Clark & Rumbold, 2006).

2.4 Factors Hindering Students Reading Habits

Ogunrombi and Odio (1995) investigated 600 students in 10 secondary

schools in Nigeria to distinguish factors that influenced students reading habits. It was

established that home conditions interfered with reading. Other factors such as the

absence of libraries and qualified librarians, the absence of reading materials, the

absence of public libraries and absence of encouragement from teachers were

discovered to be variables influencing the poor reading habits of students.

Wilson and Bhamjee (2007) investigated the promotion of literacy among

secondary school students with the prime objective of promoting reading culture

among students. The results indicated that 9% of the students came from a literate

background where parents engaged themselves in daily reading, while 32% of the

students reported that they had no serene environment to read at home. Morrow

(1995) reported that parents are the first and significant educators who should spend

the longest time in giving and making a favorable situation for their youngsters'

reading habit. Zhang (2002) proposes that setting up large reading in the classroom

also helps students to shape their reading habits and gain reading abilities.

Recent studies have confirmed that factors around the school have affected

negatively the improvement of reading habits. Adetunji and Oladeji (2007)

enumerated some factors that hinder proper and good reading habit as poor reading

environment, peer influence, school curriculum, parental and teacher influence. The
teacher is seen as the key that opens the door to the reading garden. The teacher is

likewise the person who can impact the hesitant reader to read through persistent and

dogged modeling (Loh, 2009). According to the views of Morrison and Cooney

(2001) the home condition is an essential setting for children's initial learning and

socio-emotional advancement and it seems to be the most fundamental in the early

years of a child and furthermore vital for the following years in primary school

learning.

Ajila and Olutola (2000) opine that the condition of the home influences a

person’s reading habit since the parents are the major caretakers in a person's life. The

family background and location of a child influences his/ her response to life

circumstances and his level of performance. In spite of the fact that, the school is

responsible for the experience that makes up the person's life amid school periods, yet

parents and the individual’s contribution at home play enviable roles in building the

personality of the child and making him /her a good personality in the society.

There are different types of variables. Besides, there are stable characteristics

of readers that affect the nature of reading such as sex, age, and personality (Nation,

2019). The variables that Nation mentions are background knowledge which includes

knowledge of language, knowledge of genre/ text type and cultural knowledge,

Reader’s purpose in reading by which he means different purposes why a person

reads books; most importantly, there are three main purposes in reading. It can be for

entertainment or pleasure, perhaps it is for learning new things or to review someone's

work to write a report or assignment. Reader’s interest is another variable that plays a

remarkable role in reading. It refers to the personal interest in the act of reading, it can

be counted by how much reading is done, and what a reader wants to read (Nation,

2019).
2.5 Strategies for Improving Reading Habit

The task of improving and developing reading habit is important for all

organs in the society including the family, teachers, librarians, religious people,

independent organizations, and the government, etc. The strategies include:

2.5.1 Establishment of Family Libraries

Parents have a remarkable role to play in the development of the reading

habit of their children at any age. Parents should always be aware of what their

progenies read. Adults nowadays spend much more time watching television, video

games, smartphone, and computers. Some of the adults nowadays consider reading to

be boring, and some of them claim that they do not have time for it. Building a small

library at home and filling it with books will give the owner an initial love for books.

“Whoever loves books wants to own them, whoever owns books will love them”

(Igwe, 2011).

2.5.2 Group Task Activities in the School

Books and reading should be considered as a priority by meetings and

seminars, especially when combined with discussions are highly important and the

activity should not be expected only from university and library work, but youth

groups should work and organize clubs and events for this purpose. Young people and

adults show interest in group assignments which can be combined with books.

Reading clubs, especially pocketbook clubs. The teacher should give them books to

read and discuss under the leadership of one of the classmates. In the book clubs,

books can also be related to young people's hobbies and used as the basis for

discussions, exhibitions, and other activities, perhaps in photography, sport, film, etc.
Often those who had hardly looked at a book suddenly begin to read about their

hobbies or vocational interests as they discover that books can give them a great help

(Aina, Ogungbeni, Adigun, & Ogundipe, 2011).

2.5.3 Promotion by Parental Activities

A child becomes a user of the public libraries early in life if their parents read

books for them at early ages and give them appropriate books to read. They would be

encouraged later when they grow up and become young at college. Parents can

provide time for discussion of the books that their children have read to see the

development of their children. Who is better than parents for recommending books for

a person? Of course, no one, if they interact and understand their child to a good level

(Aina et al., 2011.

 CHAPTER THREE

RESEARCH METHODOLOGY

3.1 Study Area

Abeokuta is the capital city of Ogun State in southwest Nigeria. It is situated

on the east bank of the Ogun River, near a group of rocky outcrops in a

wooded savanna; 77 kilometres (48 mi) north of Lagos by railway, or 130 kilometres

(81 mi) by water. As of 2006, Abeokuta and the surrounding area had a population of

449,088. Abeokuta is the headquarters of the federal Ogun-Oshun River Basin

Authority, which is responsible for development of land and water resources

for Lagos, Ogun, and Oyo states. Included in this are irrigation, food-processing,

and electrification. Local industries include but not limited to fruit canning plants,

plastics, breweries, sawmills, and an aluminum products factory. South of town are

the Aro granite quarries.

Abeokuta is connected to nearby Lagos by a railway that was completed in

1899, with a length of 77 kilometres (48 mi). Since 2021 there is a standard gauge

railway line Lagos-Ibadan, which stops at Abeokuta. For this a new railway building

has been built in Abeokuta. Trains to Ibadan leave around 8:30 and 16:30 daily, trains

to Lagos around 10:00 and 18:00. Tickets can be bought at the counter and with cash

only. Roads connect it to Lagos as well as Ibadan, Ilaro, Shagamu, Iseyin, Sango Ota,

and Ketou. There are about 40 Secondary Schools in Abeokuta as of September 2023.

As a result of wide area of coverage, Schools in Abeokuta South local government

will be sampled out for this research. They include;

i. Lisabi Grammar School, Idi-aba.

ii. Abeokuta Grammar School, Idi-aba.

iii. Baptist Girls' College, Idi-aba.

iv. Premier Grammar School, Lafenwa.

3.2 Study design

The research design that was be used in this study is a descriptive survey research

design. This is a design in which groups of items or objects are studied by collecting

and analyzing data from only few people selected to be a precise representative of the

entire group.

3.3 Sampling and Sampling techniques

It is a scientific method/process of selecting samples from the entire population of a

group. Four secondary schools were selected from total schools in Abeokuta

metropolis Area of Ogun State using simple random sampling technique. Similarly,

50 students were randomly selected from each of the school. The sample of the study

then consisted of 20 students from 4 selected schools in Abeokuta metropolis Area of

Ogun State.

3.4 Research Instrument

This study adopted the structured questionnaire as the research instrument. This

questionnaire is divided into two parts; Sections A,B and C. Section A focuses on

demographic data of respondents such as gender and name of the school. Section B

focuses on the impact of poor reading habit and academic performance among Junior

Secondary School Students in Abeokuta South Local Government Area of Ogun

State. This questionnaire was structured based on the adopted on the scale format of

Yes, No, Rarely, Sometimes for Section B while Section C adopts Strongly Agree,
Agree, Disagree and Strongly Disagree respectively. 32 items would be used based on

the hypotheses.

3.5 Method of Data Collection

The researcher visited the targeted schools to obtain permission from the school

authority. The visit was also to discuss with the teachers to be involved as research

assistants. The researcher will assure the participants that their responses will be

treated with confidentiality and for research work only. This method of on spot

questionnaire, administration was used to eliminate the possibility of misinterpretation

of the questions on the part of the participants. Also ensure that the copies of

questionnaire were administered to the right people.

3.6 Validation of Research

The face and content validity of the instrument was determined by the supervisor and

other experts in language education and test and evaluation. Corrections made was

effected before administering the instruments on the targeted respondents.

3.7 Method of Data Analysis

The data collected through the instruments will be analyzed using tables and

percentages. Tables will be used to arrange facts and figures in columns and rows

while percentages will be employed to show the distribution of respondents according

to their responses. Other statistical programs like the Statistical Package for social

science (SPSS) version 20 will be used to analyze and interpret the data collected

from respondents. Also, Chi-square statistical tool will be used to analyze the stated

hypotheses at 0.05 level of significance.