The Purpose of this study was to investigate the impact of poor reading culture among students of Sacred Heart Senior High School in Nsoatre, Brong Ahafo Region. Qualitative method was employed to collect data for the study. The purposive sampling technique was used to select sixty (60) participants consisting of fifty students, five teachers and five parents. The instruments used to collect data for the study were made of unstructured questionnaire items, observation, interviews and focused group discussion. Findings of the study revealed that, in Sacred Heart Senior High School, students’ poor reading culture leads them to perform poorly academically and is the reason why students indulge in examination malpractices. It also revealed that modernity has taken away students’ reading life. Based on the findings, it was recommended that, reading should be associated with pleasure and libraries be stocked with modernised and interesting reading materials. Additionally, students should be motivated to read by going on excursions to well-established libraries and book exhibition centres. Finally, it was recommended that teachers use attractive teaching learning materials as well as learner centred approaches to teach reading and stakeholders should sell the noble idea of developing good reading culture.Keywords: Reading, approaches, focused group discussions, interviews, qualitative method.
Table of Contents
1.0 Introduction
1.1 Background to the Study
1.2 Statement of Problem
1.3 Purpose of the Study
1.4 Research Objectives
1.5 Research Questions
1.6 Significance of the Study
1.7 Limitation of the Study
1.8 Organization of the Study
2.0 Overview
2.1 Definition of Reading
2.1.1 Importance of Reading
2.1.2 Definition of Reading Culture
2.1.3 Reading culture and its Impact on Students’ Academic Performance
2.3 Social View on Reading
2.3.1 Reading attitude
2.3.2 Extensive reading
2.3.3 Goals of Extensive Reading
2.4 Approaches to Reading
2.4.1 Bottom up approach
2.4.2 Top down approach
2.4.3 The interactive approach
2.5 Theoretical and Conceptual Framework of the Study
2.5.1 Theoretical framework of the study
2.5.2 Conceptual framework of the study
2.6 Research gap
2.7 Chapter summary
3.0 Overview
3.1 Research Design
3.2 Location and Population of the Study
3.3 Sampling Procedures
3.4 Sample Size
3.5 Research Instruments and Data Collection Procedures
3.5.1 Classroom observation
3.5.2 Interview
3.5.3 Questionnaire
3.6 Validity of the Research Instrument
3.7 Reliability of Instruments
3.8 Data Analysis
3.9 Ethical Considerations
3.10 Chapter Summary
4.0 Overview
4.1 Research Question 1
4.1.1 The school environment
4.1.2 Parents illiteracy
4.1.3 Modernity or globalisation
4.1.4 Laziness and poor attitude of students towards the library
4.1.5 Students read when examination is near
4.1.6 Unsuitable method of teaching reading
4.2 Research Question 2
4.2.1 Poor Performance
4.2.2 Poor vocabulary development
4.2.3 Examination malpractice
4.2.4 Poor articulation of the English language
4.3 Research Question 3
4.3.1 Organising reading competition among students
4.3.2 Parents should create reading interest in their wards and control the use of their phones
4.3.3 Reading should be made a subject on its own in the school curriculum
4.3.4 Libraries should be built in communities and stocked with up-to-date reading materials
4.3.5 Establishment of reading clubs
4.3.6 Attitudinal change campaign
5.0 Introduction
5.1 Research Question 1
5.1.1 The school environment
5.1.2 Parents illiteracy
5.1.3 Modernity or globalisation
5.1.4 Laziness and poor attitude of students towards the library
5.1.5 Students read when exam is near
5.1.6 Unsuitable method of teaching
5.2 Research Question 2
5.2.1 Poor performance
5.2.2 Poor vocabulary development
5.2.3 Examination malpractices
5.2.4 Poor articulation of the English language
5.3 Research Question 3
5.3.1 Organising reading competition among students
5.3.2 Parents should create reading interest in their wards and control the usage of their phones at home
5.3.3 Reading should be made a subject on its own in the school curriculum
5.3.4 Libraries should be built in communities and stocked with modern text books and story books
5.3.5 Establishment of reading clubs to help one another in cultivating a good reading culture
5.3.6 Attitudinal change campaign
6.0 Introduction
6.1 Summary of Findings
6.2 Recommendation
6.2.1 Improved funding of education and libraries
6.2.2 Establishment of libraries in every community
6.2.3 Provision of modernised and interesting books
6.2.4 Associating reading with pleasure
6.2.5 Excursions to well established libraries and book exhibition centres
6.2.6 Creating reader friendly environment
6.2.7 Selling the noble idea of good reading culture
6.3 Conclusion
6.4 Suggestions for Further Research
Objectives and Research Themes
This study aims to investigate the impact of poor reading culture on the academic performance of students at Sacred Heart Senior High School, Nsoatre, and to identify effective strategies for fostering a stronger reading habit among these learners.
- The relationship between reading habits and academic achievement.
- External factors contributing to poor reading culture, such as parental illiteracy and modern digital distractions.
- The efficacy of current school library facilities and teaching methodologies in promoting reading.
- Practical recommendations, including the establishment of reading clubs, school curricula adjustments, and community library development, to improve literacy.
Excerpt from the Book
2.1.2 Definition of Reading Culture
Reading culture is the process of building attitude among students and children over a period of time (Dominic 2015, p.1).Emerole et al (2015, p.12) quoted Gbadamosi (2007) by saying that reading culture is developed when an individual habitually and regularly reads books and other information materials that are not necessarily required for him to advance in his profession or career. A student who is a skilled reader enhances the chances of success at school and beyond.
Mackenzie (2004) cited in Nalusiba (2010, p.7) says that developing a reading culture is an instrument for acquiring lifelong learning. This she says, requires the ability to recognize access, evaluate and utilize information in the available literature or information materials. The ability to read and write alone cannot lead to a reading culture. Reading must play a significant role in a person’s day-to-day life and become a habit in order to constitute a reading culture. Reading culture refers to a way of life characterized by the habit of reading intensively and extensively (Nalusiba, 2010 p.7). Nalusiba (2010, p. 10) opine that for a reading culture to be possible, then one’s reading must be part of all aspects of life and not only certain parts such as school or work. In a similar way Kirsch et al in their literacy program, Reading for Change (2002) indicated that reading enjoyment is more important for children’s educational success than their family’s socio-economic status.
Oyewole (2017, p.90) said that reading culture is a sustained regime of reading textual and non-textual materials for the purpose of broadening the horizon of knowledge within and outside one’s disciplinary interest. Reading is essential to literacy and it is a tool that emancipates and liberates one from ignorance, disease, poverty and see to an all-round development of a person.
Summary of Chapters
CHAPTER ONE: This chapter introduces the problem of poor reading habits among students and establishes the research objectives and significance.
CHAPTER TWO: This section reviews existing literature on reading, reading culture, and the theoretical framework which includes Bandura's social cognitive theory.
CHAPTER THREE: This chapter details the qualitative methodologies used, including sampling techniques, classroom observation, interviews, and questionnaires.
CHAPTER FOUR: This chapter presents the data gathered from the field, highlighting the primary factors leading to poor reading culture among students.
CHAPTER FIVE: This discussion chapter interprets the research findings, linking them back to the chosen theoretical framework and existing studies.
CHAPTER SIX: This final chapter provides a summary of all findings and offers comprehensive recommendations for students, parents, and school stakeholders.
Keywords
Reading, Reading Culture, Academic Performance, Literacy, Senior High School, Qualitative Method, Student Motivation, Library Services, Social Cognitive Theory, Educational Policy, Reading Clubs, Language Acquisition
Frequently Asked Questions
What is the core focus of this research project?
The research investigates the prevalence and impact of poor reading culture among students at Sacred Heart Senior High School, exploring why reading habits are lacking and how this affects overall academic success.
Which thematic areas does the research explore?
It examines factors like the school environment, parental influence, the impact of modern technology and mobile phones, and the current state of school library facilities.
What is the primary objective of this study?
The main goal is to uncover the root causes of the poor reading culture and to recommend practical ways for teachers, parents, and policymakers to help students develop a lasting love for reading.
Which scientific methodology was employed?
A qualitative research design was utilized, involving purposive sampling, observations, focused group discussions, and administration of questionnaires to students, teachers, and parents.
What topics are discussed in the main body of the work?
The main body covers definitions of reading culture, various reading approaches (bottom-up, top-down), the theoretical framework of social cognitive theory, and extensive data analysis on factors preventing students from reading.
Which keywords define this document?
The key concepts include reading culture, academic performance, student motivation, literacy, educational policy, and reading habits at the Senior High school level.
How does parental schooling influence the students' reading culture according to this study?
The study highlights a strong correlation between parental literacy levels and student reading habits, noting that illiterate parents often struggle to provide a book-conducive environment at home.
What role does the school environment play in the students' reading experience?
The findings identify infrastructural issues, such as noise from proximity to a main road and inadequate, outdated library resources, as significant deterrents to student focus and reading engagement.
What specific interventions does the author suggest to improve students' reading?
The author recommends the establishment of active reading clubs, mandatory library periods, the introduction of reading competitions, and ensuring that libraries are stocked with modern, relevant literature.
Does the document reach a definitive conclusion regarding the importance of reading?
Yes, it concludes that fostering a reading culture is essential for personal growth and academic success, urging all stakeholders to treat literacy as a national priority.
- Arbeit zitieren
- Abdulai Seidu (Autor:in), Marciana Tuornfiribo (Autor:in), 2025, Impact of Poor Reading Culture Among Senior High School Students in Nsoatre, München, GRIN Verlag, https://www.grin.com/document/1571260
