Table
of Contents
Title Page i
Approval page iii
Certification iv
Table of Contents v
Abstract xi
CHAPTER ONE:
Introduction 1
Background of the Study 1
Statement of the Problem 7
Objective of the study 8
Research questions 9
Hypotheses 9
Significance of the study 9
Scope of the Study 10
CHAPTER TWO: Review of Related
Literature
Conceptual framework 12
Concept of reading 12
Concept of free voluntary
reading
School library collection for free voluntary reading 20
Programmes for developing free voluntary reading 22
Influence of school
library collection, programmes on free
voluntary reading 26
Constraints to free voluntary reading 27
Steps school library will take for improvement of free voluntary reading 30
Theoretical Framework
Constructionist theory 34
Reading hypothesis model theory 37
Review of related empirical studies 37
Summary of literature review 44
CHAPTER THREE:
Research Method 47
Design of the study 47
Area of the study 47
Population of the study 47
Sample and sampling techniques 48
Instruments for data collection 48
Validation of the instrument 49
Reliability of the instruments 50
Methods of data collection 51
Methods of data analysis 51
CHAPTER FOUR: Presentation and
Analysis of Data
Research question 1 52
Research question 2 53
Research question 3 56
Research question 4 60
Research question 5 62
Research question 6 64
Research question 7 65
Hypotheses 1 67
Hypotheses 2 68
Summary of the findings 69
CHAPTERFIVE: Discussion,
Conclusion and Recommendations
Discussion of the findings 71
Implications 76
Recommendations 78
Suggestions for further studies 78
Limitations of the study 79
Conclusions 79
REFERENCES 80
APPENDICES
Appendix 1: Distribution of population to their school 93
Appendix 2: Questionnaire for students 94
Appendix 3: Interview schedule for teacher librarian 98
Appendix 4: Observation checklist 99
Appendix 5: Crombach Alpha formula 100
Appendix6: Formular for calculating the mean 100
Appendix 7: Formular for calculating standard deviation 100
Appendix 8: formular for calculating regression analysis 101
LIST
OF TABLES
Table
1. Frequency and mean ratingof the respondents
at each level of free voluntary
reading 52
2. Frequencies and percentage of respondents on
the availability of school
library collectionfor free voluntary reading 54
3. Frequencies and percentages of readingprogrammes
employed
to promote free voluntary reading 57
4. Analysis of reading progrmmes employed by libraries to promote
reading 58
5. Summary of analysis
influence of school library collection on free
voluntary
reading 61
6. Summary of analysis of influence of reading
programmes on free voluntary
Reading 63
7. Mean rating and standard deviations of
respondents on the constraints
to their free voluntary reading 64
8. Mean rating and standard deviations of
respondents on the steps that should be
taken by the school library to improve
free voluntary reading among students 66
9. Summary of student’s t-statistics on the
influenceof school library
collections on free voluntary reading 67
10. Summary of students’t-statistics on the
influence of school library
Programmes on students free voluntary
reading 68
ABSTRACT
Free voluntary reading has the
potential for increased self concept, reading ability, academic success,
social, physical, mental, vocabulary and grammatical growth of secondary school
students. The school library with its collections and reading programmes has
the responsibility for the inculcation and promotion of free voluntary reading
in secondary school students. Despite all these, literature and observation
have shown that secondary school students in Nigeria including Imo State are
not reading as they should. Students spent more time in viewing television and
video programmes rather than on literacy activities. The purpose of this study
therefore is to investigate the influence school library collection programmes
and free voluntary reading of students in Imo State. The study specifically
intended to: determine the level of students free voluntary reading; determine
the school library collection available for free voluntary reading; ascertain
the reading programmes employed to promote free voluntary reading, establish
the influence of school library collection and reading programmes on free
voluntary reading; identify constraints to free voluntary reading and identify
steps for improving free voluntary reading of students. Seven research
questions and two null hypotheses guided the study. The study is based on two
theories, the constructionist theory and the reading hypothesis model theory. The
study employed descritive design. The population of the study comprised 36
secondary schools in Imo State that have libraries. Multi stage sampling technique was employed
in this study. The first stage was the purposive sampling of the schools that
had functional libraries in the state. A total of 29 schools that had
functional libraries were selected. The second stage was the proportionate
stratified random sampling of students from JSS 1, SS 1 and SS 2. Applying this technique, a total of 1, 473
school students were randomly selected from the 29 schools. All the 29 teacher
librarians in the 29 schools were also selected for this study. Questionnaire,
interview and observation were used to collect data from respondents. The data was analyzed using frequency tables,
percentage, average, mean, standard deviations pie chart, bar chart and
regression analysis. The study revealed that students do not read in great quantity,
non-fiction books are more in the collection (93.43%), fiction books and
periodicals are grossly inadequate, access to reading materials, debate,
lending of books and assistance in book selection were the major programmes
employed (2.65). There is positive relationship between school library
collections and free voluntary reading; there is strong relationship between
school library reading programmes and free voluntary reading. There is
significant relationship (p < 0.5) between fiction books and free voluntary
reading. These are significant relationship (p < 0.05) between reading
programmes and free voluntary reading of students. Also distraction from
television programmes (2.85 ± 0.89) and none teaching of reading in the schools
(2.73 ± 0.90) were major factors affecting free voluntary reading. Lending of
books (3.32 ± 0.67) and provision of newspaper and magazines (3.32 ± 0.68) were
steps for improving free voluntary reading.
CHAPTER
ONE
INTRODUCTION
Background to the Study
Reading
is an activity which helps to develop the mind and personality of human beings
and ultimately enriches their intellectual lives. As students learn to enjoy
reading, learning becomes relevant and in that way improves their reading
ability and self concept. The act of reading is an act of communication and
interpretation. Reading according to McArthur (1996) is a process of extracting
meaning from written or printed language.
This implies that reading involves complex activities which the eyes,
the mind, the brain or the central nervous system collaborates in the process
of perceiving, analyzing, reasoning, interpreting and solving. Reading concerns both explicit meaning and
implicit meaning. That is, the reader must be able to translate and interpret
the written words into meaningful language that will help him solve his
educational, social, emotional and political problems.
It is against this background that
both the Universal Basic Education (Nigeria, 2000) and the National Policy on
Education (Nigeria, 2004) emphasized basic functional literacy as one of the
key objectives of the child’s education.
Researches have shown that one of the ways of achieving functional
literacy is through free voluntary reading.
Free voluntary reading is variously called leisure reading or pleasure
reading. Krashan (1993:X) provides an
operational definition of free voluntary reading as “the reading you are doing
because you want to”. According to him,
in this type of reading students are free to choose the reading resources they want
to read, choose not to report in class on the reading they have done. One can add to this definition by noting that
free voluntary reading refers to reading one does without being compelled to do
so. It is the reading one does for the
joy of it. This type of reading is
anxiety free and it is not entirely for utilitarian or vocational bases. A student reads for pleasure when the student
reads book that are not entirely recommended by the curriculum. It is a reading a student does not in
anticipation for any examination but for the joy of it and when the student
always and persistently does that he will cultivate the habit of pleasure
reading.
Many factors combined to develop
robust free voluntary reading habit.
These include provision of varied and relevant reading materials, access
to reading materials, motivational reading experiences and conducive
environment.
In this regard, the role of school
libraries is vital as libraries provide access for reading materials and
programmes that encourage reading. The
school library or school library media centre is a systematically organized
collection of learning resources consisting of print and non print information
materials supporting educational activities in the school (Kolade, 1998). School library is the type of library found
in the primary, and secondary schools.
School library collection are
information materials collected, processed, and organized for use for the
promotion of educational activities and implementation of the curriculum in the
school. School library collection can be
variously referred to as reading resources, reading materials or information
materials. These reading resources
include textbooks in different subjects, supplementary books, reference books,
pamphlets, story books, government documents, newspapers, and magazines,
non-print materials like motion picture, films strips, video tapes, record
players, computers and digital resources.
For the purpose of this study,
school library collection are grouped into three major heading namely;
non-fiction, fiction and periodicals.
Non-fiction reading resources include all recommended textbooks and
reference books in different subjects recommended for the achievement of the
curriculum and all educational activities in the school. Fiction materials are books with imaginative
themes, titles and characters and they include romance novel, adventure books,
myth and legends, fantasy tales, stories about people and families, sports
sorties and science fiction. Periodicals
are materials on topical issues and they include newspapers and magazines.
Access to these reading materials
especially fiction, newspapers and magazines will whet adolescent reading
appetite and motivate them to read.
There is a relationship between print access and print exposure and the
amount of free voluntary reading done by students. The size of the collection equally has an
influence on the reader. For free
voluntary reading to be inculcated and maintain in students, large and relevant
collection` of fiction and periodicals must be provided in the school
library. Students in schools with larger
collection made better gains in reading.
Although people can pick any book that attract their eyes and read at
one time or the other, fiction books had been consistently proved to be
important resource in the inculcation and improvement of free voluntary reading
in students. Traw (1993) revealed in his study that when
students were given freedom to choose books for pleasure reading, they chose
fiction books on sports, romance, mystery, violence and fantasy.
Apart from provision of reading
materials, school libraries provide reading programmes that motivate students
to read for pleasure. Reading programmes
are reading activities school libraries provide to create awareness of the
collection and motivate students to read for pleasure. They are reading
experiences provided in the school library to encourage students’ use of the
collection and inculcate free voluntary reading habits in students. These programmes include display, exhibition,
access to reading materials, lending of books, storytelling, debate, book talks
(Carbo and Cole 1995) Engaging students in variety of reading experiences
through book talks, readers theatre, storytelling will help students develop
habit of listening, comprehension and recall.
Students’ participation in debate and book club will challenge them to
read widely and seek information in the library.
Providing equity of access to
reading resources, engaging authors’ visits, and supporting books fairs,
exhibition and displays are means to building lifelong readers. Specifically reading promotion is one of the
cardinal roles of school library (Dike, 1998).
The federal government document on Minimum Standards for School
Libraries (1992: 9&10) recognized this role. Four out of the nine
contributions expected of the school libraries in Nigeria are on reading
development. According to the Minimum
Standard, school libraries:
- Promote the development of reading skills and
encourage long term learning habits through reading, listening to and viewing a
variety of learning materials. Reading
habits form the key to continuous success in school as well as personal
enrichment of the student/pupils.
- Provide opportunities for further reading and use of
materials other than prescribed classroom textbooks.
- Stimulate research and independent study by providing
a wide variety of materials so that it does not only supply information in
printed form, but also in pictures, films, tapes etc. This makes learning more exciting.
- Provide materials for recreation and encourage
students/pupils to read for pleasure.
Free
voluntary reading also helps student in the acquisition of other language
skills, success in their academic, improved reading ability, vocabulary
knowledge, emotional stability, enjoyment of leisure hours, and increased
knowledge of political, economical and social issues in his environment.
The
secondary school age is that of adolescence, which is a transitional period
between childhood and adulthood. Piaget (1998) and Erickson (1998) in their
different studies identified general characteristics of adolescents as formal
operations, redefinition of friendship and the growth of self awareness. The adolescent departs from concrete thinking
to thinking in formal operations which are characterized with servicing of one’s
thought processes and personality characteristics, questioning of the meaning
of political structures, religious ideologies, analyses of nature of feelings
such as love and hate, and to attemptto understand the significance of life
itself. Formal operations is a time of hypothetical-deductive reasoning which
allows the adolescent to set up a variety of hypotheses, rank them in order of
probability and then test them to generate alternatives when dealing with a
problem.
The
adolescent at this stage redefines friendship. There is a shift from external,
action-oriented concepts of friendship to those that are internal and
communication oriented. They make
friends on the basis of personal qualities.
They see relationship as an opportunity to satisfy their need to
communicate physical changes, changed social roles and expectations, and
intellectual changes related to formal reasoning all combined to challenge the
adolescent to integrate the past, present, and future in order to establish a
stable and consistent sense of self. This is called crisis of identity. These
characteristics and changes come with personal needs adolescents seek to
satisfy.
Arbuthnot (1964) enumerated some of the basic
needs of adolescents which they struggle to satisfy thus: competence, material
security, emotional security, acceptance, play and aesthetic satisfaction.
Struggling to satisfy his needs, the adolescent is seeking to maintain the
balance between personal happiness and social approval, and this is not an easy
task. Reading materials in different format can help him directly or indirectly
to meet some of these needs. Aguolu and
Aguolu (2000) posit that without successful growth emotionally, mentally,
socially and physically during this intermediate state of human development,
their adulthood will be jeopardized. Therefore adolescents need to move beyond
basic literacy to critical and recreational reading. Adolescents need to read
judiciously in other to answer most of their questions and satisfy their
needs. Free voluntary reading is the key
to life-long reading which result to personal development and enrichment,
community development and knowledge of other people and the world. In free voluntary reading, the adolescents
are exposed to wider and broader reading through which they acquire knowledge
of how others in their stage of development master and solve their problems.
In
Imo State, secondary school students are not reading for pleasure as they
should. Most of the students do not
engage in free voluntary reading rather they spent many hours viewing television
programmes and home videos rather than engage in literacy activities. Students read mostly to pass examinations and
this is why they quickly stopped reading immediately they finished
examinations. This attitude to free
voluntary reading might be the cause to mass failures in examination, lack of
mastery in grammar and self expression, lack of self concept and disengagement
from school.
Many
factors had been attributed to be the cause of poor attitude to reading by
students. These include dearth of interesting reading materials, poor reading
culture in the society, poverty, illiteracy, lack of reading on the time table,
lack of library hour on the time table, poor educational system which is
examination oriented.
As
a result of these problems of reading, there had been reading promotional
programmes launched at various times by Reading Association of Nigeria (RAN)
and National Library of Nigeria (NLN).
These promotional programmes had not yielded enough desired effect
because theory is not practice. The talks were not merged with provision of
books and establishment of reading programmes in the schools. Before students
formed habit of reading, they must be provided with favourable reading
environment in the school as the home is void of this.
The
importance of school library in the promotion of free voluntary reading cannot
be sufficiently emphasized. Outside Nigeria much research work had been done on
the relationship of school libraries and free voluntary reading. These studies revealed that where school
libraries exist, they are major sources of reading materials (Krashan, 1993).
They further found that access to school libraries results in more reading and
that large and relevant school library collection result in higher reading
scores and increased circulation.
Through their programmes and activities, school libraries promote free
voluntary reading among students. In Nigeria as well Obi (1997) affirmed that a
school library plays an important role in reading promotion when other
libraries are remote and the home contains limited materials. From the
forgoing, it is evident that school libraries in Nigeria are expected to play
major roles in the promotion of free voluntary reading. In view of all these,
this study will focus on school library collection and programmes and free
voluntary reading of secondary schools students in Imo State.
Statement of the Problem
A SCHOOL
