THE PROBLEM FACING POOR READING HABIT AMONG STUDENTS OF THE COLLEGE OF EDUCATION IKERE-EKITI

THE PROBLEM FACING POOR READING HABIT AMONG STUDENTS OF THE COLLEGE OF EDUCATION IKERE-EKITI

A RESEARCH PROJECT PRESENTED TO THE DEPARTMENT OF ACCOUNTING EDUCATION, UNIVERSITY OF NIGERIA, NSUKKA

IN PARTIAL FULFUIMENT OF THE REQUIREMENTS FOR THE AWARD OF THE DEGREE OF BACHELOR IN ACCOUNTING EDUCATION

JANUARY, 2016

ABSTRACT

The purpose of the study is to ascertain the problem of poor reading habit and consequences on academic performance of students in college of education in Ikere Ekiti, Ekiti State to be professional accountants. It also determines some measurer to be taken to facilitate the success of the students both in school exams and their professional exams, the sample of the comprised of 50 students in four tertiary institutions in Ekiti State. A self designed questionnaire tagged “the problem of poor reading habit and consequences on academic performance of students in college of education in Ikere Ekiti, Ekiti State. The validity and reliability of the instrument were ensured before the instrument was used. The findings of the study revealed a number of difficulties relating to accounting syllabus, lack of motivation of students, adequacy of teachers, poor reading habit (Quantity and qualification) were encountered by the students in training for their professional examinations. It was therefore concluded that poor reading habit style adopted by the students, non-coverage of syllabus for the students by the lecturers, non-availability of instructional materials, inadequate qualified lecturers and crossing of science graduates into accounting field are the major contributing poor to the failure of accounting students in their professional exams. It was recommended that the authorities of school training accounting students must take appropriate measure to correct these factors.

TABLE OF CONTENTS

Title page

Certification

Dedication

Acknowledgements

Abstract

Table of contents

CHAPTER ONE: INTRODUCTION

Background of the Study

Statement of the Study

Purpose of the Study

Significant of the Study

Scope of the Study

Research Question

CHAPTER TWO: A REVIEW OF THE LITERATURE

A Review of the Literature

Theoretical Frame Work

The Reading Process

Word Recognition

A Development Perspective on Reading

Factors which Influence Reading

Physical and Intellectual Development

Emotional Development

Social Cultural Background

Education Factors

A Modern, Technology-Driven World

The Relationship between Reading Ability And Academic Performance

Reading Comprehension and Academic Performance

Reading Skills and Achievement in Mathematics

Language Skills, Reading and Academic Performance

Cognitive Skills, Reading and Academic Performance

Reading Instruction and Academic Performance

Studies Showing Contrary Ridings

Effectiveness of Remedial Reading Instruction

Controversy around Reading Remediation

CHAPTER THREE: RESEARCH METHODOLOGY

The Research Design

Area of the Study

Population for the Study

The Research Sample Technique

Research Instrument for the Study

Method Data Collection

Data Analysis of Reading Ability

CHAPTER FOUR: RESULT OF DATA ANALYSIS

Results of Data Analysis

Descriptive Statistics

Discussion of Results

Development Factors

Reading Remediation

Reading Behaviour

CHAPTER FIVE: SUMMARY CONCLUSION RECOMMENDATION

AND SUGGESTION FOR FURTHER STUDIES

Summary

Conclusion

Recommendation

Suggestion for Further Studies

Reference

Questionnaire

CHAPTER ONE

INTRODUCTION

Background to the Study

For most people living in today's modem world, reading is an everyday, ordinary task to which little thought is given. Yet reading is one of the most important skills that we can acquire (Grove & Hauptfleisch, 2002). Reading is not simply about mechanical skill. It helps us understand our world by enabling us to learn about our past and plan for our future.

Understanding what we are reading is far more important to us than the mechanical skill of reading. Without comprehension. Reading would serve no purpose. Likosky (Libretto, 2005) notes that readings help us into contact with our culture and the values and principles adhered to by our community. It can help us develop our own ideas about relationships (Smith & Robinson, 2000). It includes the world of thoughts and emotions (Frank, 2000). "A person who can read well, can function more effectively in everyday activities and can satisfy his emotional and intellectual needs more effectively" (Grove & Hauptfleisch, 2002:1). Many of our day-to-day tasks require reading, including the simple tasks of banking, following directions and shopping. For an illiterate person, many of life’s seemingly mundane and ordinary tasks, which many people take for granted, become insurmountable hurdles.

Living in the 21st century with its rapid advancement in technology, we are faced with the so-called 'information explosion' or 'information overload'. Some of this information comes to us via the electronic media such as television and radio, for which reading is not required. But much of the information comes to us in the form of the written word such as books, newspapers, magazines and computers. The worldwide web, specifically, has made masses of information easily available to people who have access to the internet. E-Mail has transformed the world into a global village by making electronic media an effective global form of communication. Advances in computer technology have been, and continue to be, rapid. An array of software packages provides information on a wide variety of topics. In order to be able to process all of this information, reading is a prerequisite skill.

The value of reading is unlikely to be challenged by many people. It ~ so much a part of modem society that most people would acknowledge its important:. Reading is well integrated into our education systems generally, such that educational success is almost synonymous with reading success. It pervades almost all work that is done in the classroom and according to Greyling and Joubert (2008) there is a direct relationship between successful studies and good reading skills. Reading is probably one of the most important skills that a student learns at school, if not the most important. It forms the foundation for all further learning and without the ability to read effectively, a child will experience difficulty learning. "Success in reading very often ensures success in other subjects, as a sound reading ability is the gateway to the acquisition and expansion of knowledge in all the school subjects" (Grove & Hauptfleisch. 2002:1). An inability to read will impact negatively on the ability to achieve in all other school subjects, as well as on the ability to succeed in life beyond school. This will have a strong influence on the child's self-esteem and on his perception of himself as a student which, in turn, will have an influence on his subject choice as well as on his choice of career (Brown, 2002). Anderson, Hiebert, Scott and Wilkinson (2005:1) describe reading as "a basic life skill. It is a cornerstone for a child's success in school and, indeed, throughout life." This sentiment is supported by Grove and

Hauptfleisch (2002:1) who state that "Reading to learn is becoming more and more important in that it creates almost limitless possibilities for achievement."

Statement of the problem

Further to the above, during the course of assessment and remedia1 work carried out by the researcher amongst a group of student in college of education it became obvious that a number of these students had below average reading ability at this school, at some point during their Foundation Phase schooling, a number of students had been referred to the school's part-time educational psychologist for assessment of reading problems. In most cases, although not all, this referral had taken place during the students’ first year. Following assessment, the majority of these students were referred fool reading remediation, which took the form of one half-hour session per week, during school hours, with a remedial therapist.

Even allowing for developmental variations as mentioned above, relative to their age and grade these students should have been able to read at a specific level of mastery. All inability to read at this level had grave implications for future academic success. The later shift to the Intermediate Phase in year two, placed much greater demands on the students in terms of reading ability as they broadened their focus from mainly reading, writing and spelling to include specific subjects. Foundation Phase reading skills became a critical factor to successful learning.

There existed among the teachers at the Intermediate Phase a concern at what they perceived to be generally poor reading ability amongst the Foundation Phase children at the school.

Teachers at the college of education were finding that a number of students coming were experiencing difficulty reading, especially with regards reading comprehension. For a number of these students, this was then manifesting as academic difficulties as they were unable to fully understand the written content of their varied subject material.

The concern resulted in meetings being called by the lecturer and the relevant Heads of Department. Attending these meetings were, amongst others, the teachers of year 1 - and 3 on grade level 1 to 7, as well as the educational psychologist involved in work at the school.

During the course of these meetings, decisions were made regarding what action should be taken at each grade level, in terms of specific reading skills, in order to improve the overall reading ability of the children.

Purpose of the study

· The aim of the study was three-fold, namely:

· To investigate the extent of the correlation, if any, between the reading problem and among student in college of education Ikere Ekiti.

· To investigate the correlation, if any, between 3 aspects of reading (namely, speed, accuracy and comprehension) and the academic performance of a specific group students in college of education.

Significant of the Study

The study is justified by the increasing need to solve social problems

In our society and specifically the problem of poor reading habits in college of education Ikere Ekiti, (2009), Education emphasizes functional skills and desirable attitudes and actions for the purpose of producing an effective citizenry.

In view of the prevailing undesirable behaviours in youths, this study will expose the students to the harmful effects of poor reading habits and the consequence on academic and thus serve as a cautionary measure for students.

Through this study the students in college of education will be able to address problem in poor reading at tertiary school level will know how to practically use the content of grammar and skill in reading and writing effectively.

The study will serve as an important reference to researchers who wish to further study in this area.

Scope of the Study

The study was limited to a group of student school in Ekiti state, precisely, college of education Ikere Ekiti. The group of student had the following in common

1 They had been referred to the educational psychologist by either their parents or teachers for a scholastic assessment due to reading difficulties

2 The assessment had indicated that the student all had difficulty reading and were found to be reading at a level below that expected for children of their respective chronological ages.

3 They had been referred for reading rendition.

Research Questions

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Research hypotheses

Considering the general view that reading is important and that reading is a prerequisite skill for effective learning, and given the concerns expressed by the Grade 4 teachers, it appeared that reading difficulties were likely to have an adverse effect on academic performance.

Therefore, the hypotheses to be investigated were as follows:

1. There is a significant correlation (p<O. 05) between reading ability and among student in college of education.

2. There is a significant correlation (p<O.05) between general reading ability and achievement in course

3. There is a significant correlation (p<O,OS) between the three aspects of reading (namely, speed, accuracy and comprehension), respectively, and academic performance.