Abstract
Reading culture in Nigeria generally is relatively low; even among students where reading should be a
major priority. The Nigerian experience revealed that students mostly read to pass examinations instead
of reading to gain knowledge and improve their understanding. Against this dearth of reading culture,
there is therefore the need to find means through which reading culture can be improved among Nigerian
students. This is precisely what this study is about. In other words, the study was conducted to improve
reading culture among Nigerian students. The study introduced a programme tagged “DEAR” (Drop
Everything and Read) to students of a school in Ogun state, Nigeria. The students were made to observe
the DEAR programme for a period of six weeks after which a questionnaire was administered on them.
The reliability value of the instrument was 0.847 using Cronbach alpha. Data collected were analysed
using ANOVA. The results revealed significant difference in the scores of students using DEAR
compared to conventional method (F = 5.102; P < 0.05). Also, students performed better using DEAR
(x = 17.32; 𝜎 = 8.250) compared to conventional method (x = 8.96; 𝜎 = 5.070). Since the study found
out that DEAR improved reading culture among Nigerian students significantly, it therefore recommends
that stakeholders in the education sector in Nigeria (government, policy makers, schools and ESL
teachers), should encourage the use of DEAR in Nigerian schools so as to improve reading culture in
the country.
Introduction
One of the main dividends of education is literacy, i.e., the ability to read, write and communicate effectively with others. An effective way by which literacy level is developed, enriched and sustained is through reading not just for academic achievement but for all-embracing enlightenment and development. Due to the importance of reading as well as being one of the four basic language skills, it is increasingly receiving some attention from teachers and researchers. While teachers (and parents) are
worried about the poor reading habits of students, researchers are equally worried and have therefore
been directing research efforts on ways to arrest the ugly situation as far back as the 1960s and 1970s.Authors such as Unoh (1968), Banjo (1975 and Omo-Ojuigo(1987) have carried out research on this phenomenon. Their studies provide succinct analyses of the definitions, nature, scope, problems and solutions to reading backwardness in Nigeria. And today, more research efforts are still being made to encourage reading in Nigeria. These efforts notwithstanding, it appears that not much improvement is noticeable in terms of reading in Nigerian schools and the society generally. Thus, the poor performance in internal and external school examinations cannot be separated from the poor reading habit of Nigerian
students. Buttressing this ugly situation, The World Culture Statistics (2020) ranks Nigeria as one of the lowest reading culture countries in the world. In the report, two countries in Africa (i.e., South Africa and Egypt) were listed amongst countries with high reading culture. This dearth of reading culture has necessitated the need to find means through which reading culture can be improved among Nigerian students. This is precisely what this study is about.
What the ESL teacher can do
Teachers generally are responsible for encouraging students to read but the task is more on the ESL teacher. This is because the English language teacher is directly responsible for teaching reading both as a skill and as a habit. Hence, the inability of learners to read well is often blamed on them. This is a major reason they should always search for better approaches, methods and materials that can enhance their
effective lesson delivery and techniques that would help develop creative reading habits in the students. This search led to the discovery of the DEAR programme in the USA. The method has recorded outstanding success in the USA, hence, the need to experience the same in Nigeria.
The DEAR Reading Programme
This approach can be particularly useful in the school to inculcate reading habit in pupils and learners. It takes the teacher encouraging their students to get helpful reading materials (a book of their choice) apart from the recommended textbooks; set a time of about 35-40 minutes per week to start with, while the teacher guides, corrects and appraises their performance. This reading programme was tested on 50 junior students of a school in Ogun State, Nigeria. The programme lasted six (6) weeks, with a pre-test and a post-test to ascertain the perceived effects of the programme on their reading skills and attitude. The questionnaire also sought the students and their teachers’ responses on the worth of the programme. Information (data) gathered there were analysed using ANOVA. Results revealed that the DEAR programme has positive effects on the students’ reading skills and attitude to the level that it was adjudged a worthwhile exercise and that it should be included in the general school curriculum.
Research Questions
1 In what way does DEAR improve reading culture in Nigeria?
2 Is there significant difference in DEAR method and conventional method in the promotion of reading culture in Nigeria?
Methodology
Research Design
The study adopted a pre-test, post-test, quasi-experimental design, where the pre-test utilised the conventional method, the post-test utilised DEAR reading method.
Population of the Study
The population for the study comprised of Junior Secondary School students of a school in Ogun State, Nigeria.
Sample and Sampling Techniques
The sample size for this study was fifty (50) students of a Junior Secondary School in Ogun State, Nigeria; with twenty-five (25) in J.S.S. 1 and twenty-five (25) in J.S.S. 2. Before the completion of the treatment, schools went on holiday and the selected respondents had been promoted to J.S.S. 2 and J.S.S. 3 respectively. Simple random sampling was used to select the respondents. Students in the selected school were divided into two classes. Class A was the control group, while, Class B was the experimental group.
Research Instrument
The research instruments adopted for the study comprised of Sections A and B. Section A is about the demographic data of the respondents, while, Section B is about continuous writing used for pre-test and post-test. The pre-test was the control variable, while, post-test was the treatment.
Reliability of Instrument
The reliability of instruments was ensured with the administering of question on 20 Junior Secondary School students in Ijebu Ode Local Government Area of Ogun State. The reliability index was 0.847 using Cronbach alpha.
Validity of Instrument
The validity of instruments was ascertained by giving the research instruments to experts in the field of test and measurement in order to ensure that they were appropriate for the study.
Procedure for Data Collection
The researchers worked hand-in-hand with the principal and the English teachers in the selected intact classes. A pre-test on continuous writing was administered to the students; this was followed by treatment of four weeks on instruction using DEAR reading method. A posttest was administered afterwards. A total of six weeks was spent on data collection as follows:
Activities Duration
Pre-test – 1 week
Treatment -4 weeks
Post-test -1 week
Total -6 weeks
Method of Data Analysis
The data obtained was analysed using Analysis of Variance (ANOVA) on the SPSS package.
Results and Summary of Findings
Results
Table 1: Analysis of Variance Result on the difference in Conventional and DEAR Scores in Improving
Reading Culture in Nigeria
N R Sig.(R) F Sig.(R)
Conventional Method 25 8.96 5.070 .848 .000 5.102 .009
DEAR 25 17.32 8.250
Source: Authors’ Computation, 2022 (See Appendix)
The result shows that the mean scores of the conventional method and DEAR were 8.96 and 17.32 with 5.070 and 8.250 standard deviation respectively. The DEAR programme candidates had higher mean scores than students in the conventional reading method, indicating that students performed considerably better during the DEAR programme. Although there was high degree of deviation from the mean scores using DEAR compared to the conventional method, the R-value of 0.848 with p-value of 0.000 depicted
significant interactions between the two scores. Hence, significant positive connections existed
between students’ scores using the conventional and DEAR methods.
Furthermore, the F-ratio of 5.102 with p-value of 0.009 indicated that the conventional scores and DEAR scores differ significantly. Hence, it was extrapolated that there was significant difference in the conventional and DEAR methods in improving reading culture in Nigeria.
Discussion of Findings
In what way does DEAR improve reading culture in Nigeria?
Findings from the study revealed that DEAR reading method improves reading culture significantly in the students. The result corroborates with the work of Gardner (2004) which states that the independent reading programme tagged ‘DEAR’ gives students time to read what they intend to read and also receive
adequate support needed for further reading explorations and reflections. Also, Farrell (1997) and Gardner (2004) assert that with DEAR reading method placing much emphasis on students’ reading for pleasure and reading any literary texts of their choice reading enthusiasm is highly promoted.
Is there significant difference in DEAR method and conventional method in the promotion of reading culture in Nigeria?
Findings from the study revealed that DEAR reading method had higher mean scores of 8.96 and 17.32 with 5.070 and 8.250 standard deviation respectively. Also, the R-value of 0.848 with p-value of 0.000 indicated significant interaction between the two scores. The F-ratio of 5.102 with p-value of 0.009 indicated that the conventional scores differ significantly from DEAR reading method. The study is in consonance with the work of Gardner (2004) which states that learning occurs in learners through repeated demonstrations, using DEAR as a yardstick. The conventional method is insufficient considering reading and its comprehension. Also, getting the words right becomes a learners’ definition of reading.
Conclusion
In this paper, attempt has been made to discuss the state of reading in Nigerian schools and society as a whole. It pointed out that reading culture in Nigeria, especially when compared with the developed world (including two African countries – Egypt and South Africa) is relatively low. The phenomenon called for efforts to ameliorate the ugly situation which this study is about. The study experimented with the DEAR
Programme and found out that the programme increased reading habit among the students in the
selected school considerably compared to the conventional method.
Recommendations
Based on the findings of this study, the following recommendations are made:
1 Students should be made to imbibe reading culture.
2 Parents should ensure books are available to their ward(s) and avail them the privilege of reading unhindered.
3 Political leaders, companies, corporations and NGOs should support students and the education sector in Nigeria by donating books to schools and public libraries.
4 Libraries should be well stocked with almanacs, encyclopaedias, periodicals, literary texts and other reading materials.
5 Ministries of education should initiate DEAR reading technique in schools’ teaching time table.
6. English language teachers should be given the opportunity/support to attend workshops, seminars and conferences for professional development.
7 Government, corporate bodies and stakeholders in the education sector should establish and maintain standard public libraries to whet the reading appetite of students and the general public.
References
Aina, A.J., Ogungbemi, J.I., Adigun, J.A. & Ogundipe, T.C. (2011). “Poor reading habits among Nigerians”. Journal of Research in Education, 2(1), 168-179.
Akabuike, I.G. (2017). “The power of reading: Insight into the reading culture among Nigerians”. Retrieved from http://journals.ezenwaohaetorc.org
Alhassan, R. (2020). “Nigeria ranks low in world reading culture”. Daily Nigerian, November, 26.
Balogun, I.O.B. (1975). “The use of books” in Banjo, L., and Unoh, S.O. (1975). University Study Guidance Lectures. Ibadan: University Reading Centre, pp 11- 25.
Banjo, L. & Unoh, S.O. (1975). University study guidance lectures (Vol. 2). Ibadan: University Press.
Gardner, T. (2004). A daily DEAR programme: Drop Everything, and Read! ResearchGate
Kayuni, H.J. (2017). “Effects of poor reading culture on Distance Education students’ academic performance at Kwame Nkrumah University, Zambia”. International Journal of Humanities, Social Sciences and Education, 4(1), 55-63.
Khalid, A. & Azeez, M. (2012). “Constructive and traditional: Effective instructional approach in teacher education”. International Journal of Humanities and Social Science 2.5; 170-1.
Nalusiba, P. (2010). Strategies for the development of a reading culture in Uganda primary schools: A case of four selected Universal Primary Education in Kampala District, (Unpublished Masters’Dissertation), Makerere University, Uganda.
Olagbaju, O.O. (2012). Explicit and generative instructional strategies as determinant of senior secondary school students’ learning outcomes in summary writing in Ibadan Metropolis, Nigeria. TEE 812, Advanced
Seminars on Language Education. Department of Teacher Education. University of Ibadan
Olukoya, D.K. (2011). My daily spiritual map. Lagos: Mountain of Fire and Miracle Ministries.
Omo-Ojuigo, M.O. (1975). “Who are teachers of reading? Journal of Curriculum Studies, Curriculum Organizations of Nigeria, pp 33-41.
Onifade, O. (2014). Promoting reading culture in Nigeria. The Tide Otache, I. (2020). “Poor reading culture in Nigeria: The way forward”. African Journal of Social Sciences and Humanities Research, Vol. 3, Issue 4
Provost, C. (2014). “One in four young people in developing countries unable to read, says UN”, The Guardian. Retrieved from http://www.theguardian.com
Squidoo, L.L.C. (2011). “The importance of Reading”. Retrieved from http://www.sqidoo.com.
Ujah-Peter, M. (2014). Helping to get Nigerian youths to read more. Reading Culture Book Club.
Unoh, S.O. (1968). A study of reading (An introductory survey). Ibadan: University Press
Wilson, K. (2003). A social constructivist approach to teaching reading. Turning the rhetoric into reality.16th Educational Conference Melbourne. University of Canberra. Retrieved June 21, 2019 from
http://www/enlishaustralia.com.eaconfere nce 03/preceding/307wilson.pdf
