POLICY BASED STRATEGIES FOR DEVELOPING READING CULTURE AT THE PRIMARY SCHOOL LEVEL

POLICY-BASED STRATEGIES FOR DEVELOPING READING CULTURE AT THE PRIMARY SCHOOL LEVEL (A CASE OF FOUR SELECTED SCHOOLS IN THE OJO LOCAL GOVERNMENT AREA)

Abstract

         This project examines the policy-based strategies for developing a reading culture at the primary school level. The study adopted a descriptive survey design, and the instrument used for collecting data was an interview questionnaire. The data collected was analyzed in simple percentages. The study revealed some policy-based strategies for developing a reading culture at the primary school level. The study recommended that there should be training for teachers and rewards for pupils who read well to equip and motivate them to get better at reading and build a culture. 

TABLE OF CONTENT

Title Page i

Certification ii

Dedication iii

Acknowledgement iv-v

Abstract vi

Table of Content vii-ix

Chapter One: Background to the Study

  • Introduction 1
  • Background to the Study 1-3
  • Statement of the Problem 3-4
  • Purpose of Study 4
  • Research Question 4-5
  • Research Hypotheses 5
  • Scope of Study 5
  • Limitations 6
  • Significance of Study 6-7
  • Definition of Terms 7-9

Chapter Two: Literature Review

  • Introduction 10
    • Conceptual Definitions of Language 10-11
    • Language Skills 11-15
  • Reading 15-19
      • Purpose of Reading 19-20
    • Models of Reading 20-24
    • Types of Reading 24-29
    • Reading Skills 29-30
    • Reading Culture 30-31
    • Basic Education in Nigeria 31-32
    • The objective of the UBE 32-33

Chapter 3: Methodology

  • Introduction 34
    • Research Design 34-35
    • The population of Study 35
    • Sample and Sampling techniques 35
    • Research Instrument and Instrumentation 36
    • Validity of the instrument 36
    • Reliability of the instrument 36
    • Method of Data collection 36-37
    • Data analysis 37

Chapter Four: Data presentation, Analysis of Finding

  • Introduction 38
    • Presentation and Analysis of

Respondents Bio data 38-46

Chapter Five: Summary, Conclusion and Recommendations

  • Summary 47-48
  • Conclusion 48-49
  • Recommendations 49-52

Questionnaire 53-55

References 56-58

 

 

Chapter One

  • Introduction

Reading is a generally acknowledged effective means of gaining knowledge. Yet, many scholars have observed the lack of interest in reading among students, who conducted studies into why the reading culture is practically dying. However, little or no focus has been channelled towards finding out schools based strategies and policies statement geared towards improving the reading culture of pupils. Therefore, this research aims to find school strategies for improving reading culture among primary school pupils in the Ojo Local Government Area of Lagos State.

1.2 Background to the study

Sankoe (1999) explained that people preferred conversing rather than reading. He emphasized that traditional educators were great narrators of stories that they said aloud and accompanied with dramatization and demonstrations. This explained pupil failure to engage in reading. The majority of these pupils came from a home where stories were told to them verbally rather than having to read these stories. Furthermore, books and libraries are often redundant in such societies; people stop reading once formal education is completed. As “they drive more pleasure from the oral and the performing arts like talking, singing, dancing, socializing than from the private and individual reading of a book. Since the majority are illiterate, they affect the minority who can read, with the result that oral mode remains prevalent” (Totemeyer, 1994).

The poor reading culture in Ojo’s local government area has led to an undeveloped book industry, which is characterized by inadequacy of the availability of reading materials. In addition, a poor reading culture affects many of Africa’s social and economic development (Mulidiwa, 2001).

Ojo local government has, from time to time, attempted to address reading as an important aspect of education in Lagos state; This was gotten from the fact that these pupils were reading less and concentrated more on the recommended textbook to pass an examination.

A situation that has resulted in a decline in reading habits, poor language coordination and expression, and poor academic performance has hampered pupils’ creativity in various aspects of life. So literacy should be seen as learning to read and being able to put pen to paper. In the context of the study, emphasis will be laid on reading. This situation also affects pupils in UBE schools due to a lack of positive reading skills and a reading culture during their formative years.

The many other factors that affect reading in schools include the nature of the general physical facilities at home and schools, parents’ attitude towards reading, and an examination but never engage in pleasure reading. The absence of a strategy to guild reading habits among UBE pupils limits the development of a reading culture in UBE schools. It is important to analyze the current state of reading among pupils to develop strategies that will help them develop a reading culture.

1.3 Statement of the Problem 

Reading is essential for effective education, especially in language. A good reading culture is therefore inevitable in teaching and learning. However, the reality generally supports a collapse in reading culture among students, implying the need for a holistic approach to solving problems. Due to this fact, the present research is designed to investigate the policy strategies of selected primary school administrations in improving the reading culture among pupils of their primary schools.

1.4 Purpose of the Study

This study determines the policy-based strategies schools employ to develop a reading culture among primary pupils. The research is thus aimed at achieving the following specific purposes:

  1. To find out if there are policy-based strategies to improve preceding culture among primary school pupils.
  2. To assess the degree of implementation of the strategies
  • To find out the extent of success of the strategies

1.5 Research Question

  1. Are there policy-based strategies schools employ to improve processing culture among primary school pupils?
  2. To what extent are the strategies implemented?
  • How successful have the strategies been in improving the reading culture among pupils?

1.6 Research Hypotheses

  1. Schools employ no policy-based strategies to improve reading culture among primary school pupils
  2. There is no degree of implementation of the policies in school
  • There are no successful extent with the strategies in improving the reading culture of pupils

1.7 Scope of the Study 

This study covers the reading culture of pupils in primary schools in the Ojo local government area in terms of their reading practices adopted based on the schools’ education system. The study covers strategies for developing a reading culture in primary schools in Lagos state. Four primary schools within Ojo

The local Government area was selected to conduct the study about the reading culture among pupils.

1.8 Limitations 

The respondents often mistake non-textbook reading materials with textbooks, and the researcher spent a great deal of time clarifying these differences. These reduced the total amount of time available for her research activities.

The researcher needed funding to carry out the research study, analyze the data and compile and present the most appropriate. The researcher looked for funding to carry out the necessary research-related activities.

Teachers pre-arranged the reading lessons at some schools according to the timing research. Yet, in their daily instruction schedule, reading was not given a priority. The researcher followed up with the pupils out of class through interviewing; they admitted it was not.

1.9 Significance of the Study

The study will explain how policymakers and teachers can encourage pupils to make reading a habit to develop a good reading culture.

The study will guide how reading practices from schools with different curricula could be implemented in primary to help create a strong reading culture among the pupils.

The research will provide a wealth of knowledge on how teachers can guide pupils to read. It is hoped that this will create awareness among the pupils and teachers about the importance of reading in order for them to be more knowledgeable and acquire a love for reading.

Furthermore, the study will be a source of literature review by those intending to further research the problem being studied. The study will be consulted on other topics to research reading culture to acquire facts about the reading practices in primary schools in the Ojo local government area.

1.9 Definition of Terms

Reading: According to the Inlorld Book Encydopedia (1994), reading is the act of getting meaning from printed or written word. According to Sentawa (2004), reading is a learning skill which aids all other activities.

Reading Culture: Developing a reading culture is an instrument for acquiring lifelong learning, as noted by Mack Enzie (2004) and cited by Magara and Batambuze (2005); This requires the ability to recognize, access, and evaluate and utilize information in the available literature or information materials. This ability to read and write alone can not lead to reading culture.

Reading must play a significant role in a person’s day-to-day life and become a habit or order to constitute a reading culture. In the context of the study, reading culture. In the study context, reading culture refers to a way of life characterized by the habit of reading intensively and extensively.

Literacy: This is the ability to read and write.

Oral society: The Study refers to people who prefer narrating or listening to stories delivered by word of mouth through talking and accompanied by demonstrations.

Pupil: The Study is a child of school-going age attending primary one to primary six.

UBE: Universal Basic Education is the policy adopted by the Nigerian Government to ensure universal access to primary education by all children of school-going age.

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