Project – Poor Reading habbit among students in junior secondary schools and their academic performance in obingwa LGA, Abia State

CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

Reading is one of the most essential academic skills for educational development and lifelong learning. It is the foundation upon which all other academic endeavors are built. Without the ability to read fluently and comprehend written texts, students are unable to access the vast body of knowledge that education provides. Reading not only helps in acquiring new information but also supports language development, enhances imagination, and fosters critical thinking. In the context of junior secondary education, where students transition from basic to more advanced learning, the ability to read effectively becomes increasingly important in navigating subject materials across the curriculum.

In the Nigerian educational context, concerns have continued to rise about the declining reading habits among students, especially at the junior secondary level. Various studies and reports have shown that a large proportion of students spend minimal time on purposeful reading activities, whether for academic advancement or for leisure (Adeniji & Olagunju, 2020). The emergence and widespread use of digital technologies—particularly mobile phones, video games, and social media—have further contributed to the neglect of traditional reading habits. These distractions consume significant amounts of students’ time, replacing hours that could otherwise be used for reading and academic engagement.

Poor reading habits are not only shaped by technological distractions but are also influenced by socio-cultural and institutional factors. Many students come from homes where there is little or no encouragement to read. Some parents are illiterate themselves or too preoccupied with economic survival to support their children’s educational pursuits. Additionally, a lack of access to relevant and engaging reading materials, poor school library infrastructure, and undertrained teachers further worsen the situation. In some schools, reading is treated as a routine classroom activity rather than a vital life skill to be cultivated and nurtured over time.

In Obingwa Local Government Area (LGA) of Abia State, the impact of these issues is particularly evident. Teachers and school administrators frequently report low levels of student engagement in reading activities and consistently poor performance in core subjects such as English Language, Basic Science, and Social Studies. These subjects, which require strong reading and comprehension abilities, often reveal students’ struggle to follow instructions, understand content, and express themselves clearly. The educational outcomes in the area have reflected a worrying trend of underachievement, which stakeholders largely attribute to deficiencies in reading competence (Eze & Ibekwe, 2019).

The development of effective reading habits is indispensable for students to excel academically and become independent learners. Reading cultivates intellectual discipline, broadens vocabulary, improves grammar and writing skills, and increases general knowledge. According to Okebukola (2015), students with good reading habits tend to have better comprehension skills, perform better in examinations, and develop stronger analytical abilities. On the contrary, students who read poorly often lack concentration, struggle with written assessments, and are more likely to underperform academically.

Given these realities, it is crucial to investigate the relationship between reading habits and academic performance among students in Obingwa LGA. Understanding the underlying causes of poor reading habits can help educators, parents, and policymakers develop targeted strategies to promote reading culture and improve educational outcomes. This study, therefore, aims to examine the extent of poor reading habits among junior secondary school students in the area and assess how these habits affect their academic achievement. Through this effort, it is hoped that practical solutions can be identified to revitalize reading culture and enhance the overall learning experience in Obingwa and similar educational contexts.

1.2 Statement of the Problem

Reading is central to academic success, yet many junior secondary school students in Nigeria, particularly in Obingwa Local Government Area (LGA) of Abia State, struggle with the basic skills of reading fluently and comprehending written texts. Despite concerted efforts by government agencies, non-governmental organizations, and schools to promote literacy and instill a reading culture, these interventions have yielded limited success. Students often demonstrate a reluctance to read, spend little time engaging with books outside the classroom, and fail to develop the reading stamina needed for academic achievement.

This problem is evident in students’ daily academic activities. Many are unable to read and interpret examination questions correctly, follow written instructions, or extract relevant information from textbooks and other learning materials. This poor reading habit translates into low classroom participation, incomplete homework, and poor test and exam results. Teachers frequently report that students do not read their notes or textbooks unless under compulsion, and even then, they struggle with comprehension. These difficulties cut across subjects, affecting performance not only in English Language but also in content-heavy subjects such as Social Studies, Basic Science, and Agricultural Science.

Multiple factors contribute to this trend. Some students come from home environments that do not support reading due to parental illiteracy, lack of supervision, or economic hardship. In schools, overcrowded classrooms, inadequate instructional materials, and under-resourced libraries make it difficult for students to cultivate reading habits. Additionally, the dominance of digital entertainment—social media, mobile phones, and video games—competes for students’ attention, often to the detriment of academic reading.

If this problem is not addressed, it could result in far-reaching consequences. Poor reading habits at the junior secondary level may lead to a cycle of academic underachievement, diminished self-confidence, and eventual school dropout. Students who do not develop strong reading skills early may find it difficult to cope with the demands of senior secondary education, entrance examinations, or vocational training. Over time, this may produce a generation of young people ill-prepared for higher education or skilled employment, thereby exacerbating issues of poverty, unemployment, and social instability.

Therefore, this study seeks to investigate the extent to which poor reading habits affect the academic performance of junior secondary school students in Obingwa LGA. It will explore the underlying causes of these habits, assess their direct impact on students’ academic outcomes, and recommend actionable strategies for fostering a stronger reading culture. By identifying the root of the problem, the study aims to provide practical solutions for educators, parents, and policymakers committed to improving literacy and academic success in the region.

1.3 Purpose of the Study

The main purpose of this study is to investigate the effect of poor reading habits on the academic performance of junior secondary school students in Obingwa LGA, Abia State. Specifically, the study aims to:

1. Identify the reading habits of junior secondary school students in the study area.
2. Examine factors contributing to poor reading habits among students.
3. Assess the impact of poor reading habits on students’ academic performance.
4. Propose strategies to improve reading habits among junior secondary school students.

1.4 Research Questions

The following research questions will guide the study:

1. What are the prevalent reading habits among junior secondary school students in Obingwa LGA?
2. What factors contribute to poor reading habits among the students?
3. How does poor reading habit affect academic performance among students?
4. What strategies can be adopted to improve students’ reading habits?

1.5 Hypothesis

The study will test the following hypothesis:

H₀: There is no significant relationship between reading habits and academic performance of junior secondary school students in Obingwa LGA, Abia State.

H₁: There is a significant relationship between reading habits and academic performance of junior secondary school students in Obingwa LGA, Abia State.

1.6 Significance of the Study

This study is of great significance to a variety of stakeholders involved in the development of education, particularly at the junior secondary school level. One of the primary beneficiaries is the group of educators—teachers, curriculum planners, and instructional supervisors. By shedding light on how poor reading habits negatively influence students’ academic performance, the study will enable educators to tailor their teaching strategies to better support reading development. It can also assist in identifying which pedagogical approaches are most effective in fostering reading interest and comprehension among students.

School administrators stand to gain significantly from the findings of this research. With better understanding of the challenges associated with reading habits, they can develop and implement programs that encourage reading within the school environment. These may include reviving or establishing well-stocked libraries, scheduling regular reading periods, and introducing reading competitions. Moreover, the study could prompt administrators to invest in teacher training workshops focused on literacy development, thereby improving the reading environment holistically.

Parents and guardians are also crucial stakeholders in promoting reading culture. This study will highlight the essential role that the home environment plays in shaping students’ reading behavior. It will serve as a wake-up call for parents to become more involved in their children’s literacy journey by providing reading materials, encouraging daily reading routines, and setting positive examples. When parents understand the academic benefits of consistent reading, they are more likely to foster supportive environments at home that reinforce what is taught in school.

Policymakers and government education authorities will find the study valuable in shaping educational policy and strategic planning. By presenting empirical evidence on the link between reading habits and academic performance, the study can inform the creation of literacy-friendly policies at local and national levels. These might include funding for library development, textbook provision, teacher literacy training, and campaigns to promote reading culture in schools. Such policies are critical to addressing the broader educational challenges in rural and semi-urban areas like Obingwa LGA.

Additionally, the students themselves—the direct subjects of the study—will benefit from its outcomes. As the recommendations are implemented in classrooms and homes, students may experience improved comprehension, academic achievement, and a renewed interest in learning. A better reading habit nurtures intellectual curiosity and self-directed learning, which are key attributes of academic success. When students discover the joy and usefulness of reading, their motivation and confidence levels are likely to increase across subjects.

Finally, future researchers and academic institutions may use this study as a reference for further investigations into literacy and academic development. It contributes to the growing body of knowledge in educational research, particularly in the Nigerian context. Scholars interested in exploring related issues—such as digital distractions, language development, or reading intervention programs—can draw from the data and findings of this research to support their work. In this way, the study not only addresses immediate educational concerns but also lays the groundwork for long-term academic improvements.

1.7 Scope of the Study

The study is limited to junior secondary school students in public and private schools within Obingwa LGA of Abia State. It focuses specifically on reading habits and their influence on academic performance in subjects such as English Language, Social Studies, and Basic Science.

1.8 Operational Definition of Terms

Reading Habit: Reading habit refers to the regular practice or routine behavior associated with reading activities. In the context of this study, it encompasses the frequency with which students engage in reading, the types of materials they read (such as textbooks, novels, newspapers, or online content), and their attitude toward reading. A positive reading habit involves a sustained interest in reading for both academic and leisure purposes, indicating that the student sees reading as a valuable and enjoyable activity. This habit contributes significantly to the development of language skills, critical thinking, and overall academic growth.

Academic Performance: Academic performance is the outcome or measurable achievement of a student in their academic work, often expressed through test scores, examination results, classwork, and continuous assessment grades. It reflects the extent to which a student has attained the learning objectives of a particular course or subject. In this study, academic performance serves as a key indicator of how well students are learning and applying knowledge, particularly in core subjects such as English Language, Social Studies, and Basic Science. Poor academic performance may be associated with low reading comprehension, inadequate study habits, and minimal engagement with learning materials.

Junior Secondary School: Junior secondary school represents the initial stage of post-primary education in Nigeria, comprising three academic levels—Junior Secondary School 1 (JSS1), Junior Secondary School 2 (JSS2), and Junior Secondary School 3 (JSS3). This stage typically caters to students aged between 11 and 14 years and serves as a bridge between basic and senior secondary education. It is during this stage that students are expected to build foundational academic skills, including reading, writing, comprehension, and problem-solving. The junior secondary school curriculum is designed to equip students with knowledge across multiple disciplines and prepare them for more advanced academic work in senior secondary school.

Poor Reading Habit: Poor reading habit refers to a lack of consistent or meaningful engagement in reading activities. It includes behaviors such as reading only under compulsion, avoiding reading outside the classroom, struggling to comprehend texts, and showing little or no interest in developing literacy skills. Students with poor reading habits may have limited vocabulary, weak comprehension, and an overall disinterest in academic work, all of which negatively affect their academic performance. This study views poor reading habit as a major barrier to effective learning and academic success among junior secondary school students in Obingwa LGA.

Project – Poor Reading habbit among students in junior secondary schools and their academic performance in obingwa LGA, Abia State