\ The Students Use Of Library For Developing

Reading Culture In Secondary Schools

Dissertation,submitted to kerala university in partial fulfillment of

the requirement of the award of degree

BACHOL
 INTRODUCTION

 INTRODUCTION

 NEED AND SIGNIFICANCE

 DEFINITION OF THE KEY TERMS

 VARIABLES OF THE STUDY

 OBJECTIVES OF THE STUDY

 HYPOTHESIS

 METHODOLOGY IN BREIF

 SCOPE OF THE STUDY

 ORGANISATION OF THE REPORT

 INTRODUCTION

Reading is crucial in the development and improvement of

people’s mind. It is a process of restoring the dignity of man in facing societal
challenges. It adds value to life and provides access to culture and cultural heritage;
empowers and emancipates man from the shackles of information poverty and also
enables sound reasoning and good judgment. The development of reading habit in
secondary schools is germane to the growth of students. The main objectives of
school library are to promote and encourage reading habits of the learners, develop
and improve students’ ability to learn and become independent learners and also
imbibe in them the passion for self-development. Todd et al. (2010) describe the
evidence school librarians provided on the instructional and collaborative
contributions of the school library as: a) “Helping students meet core curriculum
content standards; b) Developing a wide range of information handling
competencies; c) Providing students with the intellectual and technical scaffolds they
need to learn and to be ethical and productive users and consumers of information;
d) Nurturing and supporting students as readers by contributing to the reading and
literacy agenda of schools.” The promotion of reading habit should be a paramount
concern of school librarians so as to provide effective and efficient access to
information services and resources that will aid and develop students’ academic
pursuit. However, school libraries should also provide information resources,
inculcate ideas, and develops knowledge that is crucial to students which will enable
them function successfully in today’s information and knowledge-based society.

Promoting a reading culture has long been a major theme of various countries in the
world. Despite all these efforts, one common threat emerges: no country is satisfied
with the active readers among its population. It is felt in most countries that various
methods and teaching should be used to boost reading in order to bring people and
books together in a lasting fruitful relationship (Otike, 2011). The study attempts to
investigate the use of the school library in the development of a reading culture
among secondary school students in Nandi Central Sub-County, Kenya. Lack of
libraries or ill-equipped libraries contributes to low standards of education and
literacy in Kenya (Kachala, 2007). The library enables students to develop language
skills and in particular the reading skill. (Gathumbi & Masembe, 2005). This is
because it enables them to develop independent and voluntary reading where
personal choice of the material to be read, time and place to read is made. In order
to expound on these issues, this chapter is split into various parts namely:
background of the study, statement of the problem, purpose and objectives of the
study, research questions, justification of the study, significance of the study, scope
and limitations of the study, assumptions of the study, the theoretical and conceptual
framework and operational definition of terms.
 Reading Skills Reading is an important skill that helps learners in the mastery of
language and also enhances their performance in all subjects in the school
curriculum based on the concept of reading across the curriculum. Reading skills
should therefore be deliberately and systematically developed in learners in school.
This is because most learning in all subjects is through reading in a language which
most students have not mastered well (Akala, 2004). Among the objectives of
teaching reading in secondary schools in Kenya are: to enable learners read fluently
and efficiently, appreciate the importance of reading for a variety of purposes,
develop lifelong interest in reading on a wide range of purposes, read and
comprehend literary and non-literary materials, make an efficient use of a range of
sources of information including libraries, dictionaries, encyclopaedias and the
internet and to appreciate and respect own as well as other people’s culture ( Kenya
Institute of Education, K.I.E, 2006). Various reading skills are identified by the
Ministry of Education in Kenya as key to a learner who needs to acquire competence
in reading. These skills include: silent reading, reading aloud, speed reading, using a
dictionary, using the library, skimming and scanning, intensive and extensive reading
and reading for detail. Other skills are: critical thinking, comprehension and fluency
(K.I.E, 2006). Reading skills enable readers to turn writing into meaning and achieve
independence through critical thinking, comprehension and fluency. Comprehension
skills enable readers to predict the next word, phrase or sentence quickly enough to
speed recognition.

Reading is a deliberate and conscious act of engaging one’s eyes on written material
for purposes of understanding, obtaining general information or for pleasure,
(Gathumbi & Masembe, 2005). Reading is thinking the thoughts that a writer is
communicating to his readers by way of the written or printed words. It is a cognitive,
interactive and a psycholinguistic process and not a passive one as perceived by
many (Otike, 2011). This in essence means that reading should be defined in broad
terms as major goals, right from the start, not only to word recognition, but also
comprehension and interpretation of what is read to the study of personal and social
problems. The foregoing indicates that reading is important in the general
development of man and his society and acts as a fundamental building block in
learning (Sisulu, 2004, in Igwe, 2011). People read for various reasons. Among
these are: reading for survival that involves an immediate response to a situation. It
can also be goal oriented where one reads for general knowledge of the world.
Reading can be for pleasure, which is done for its own sake and not under pressure
or for academic purpose (Gathumbi & Masembe, 2005). A reading culture according
to Mureithi and Kipchumba, (2011) is part of a specific culture and habit that is
shared and valued highly by a particular society. Reading is considered an important
skill that helps people gain information they need in everyday life. The desire to add
to our existing knowledge, seek individual self-improvement and re-creative
purposes should drive people to read. The ability to read and write alone cannot lead
to a reading culture. It must become a habit in order to constitute a reading culture.
Nssien (2007) noted that reading habit is the use of reading as a regular activity. It is
the 4 cultivation of an attitude and possession of skills that make reading a
pleasurable, regular and constant activity. Reading culture is therefore the process of
building up positive reading attitude among students and children over a period of
time. When an individual habitually and regularly reads books and other information
materials that are not necessarily required for him to advance in his profession or
career, he is said to have a reading culture (Gbadamosi, 2007). Otike (2011) points
out that inculcating a reading culture should be introduced at an early age among
children because reading and reading culture develop over a prolonged period of
time.
The aim of a library is to enable the user(s) to make the most effective and efficient
use of the resources and services available in it. At one time, a library was regarded
as a store house and books were meant for preservation. The librarian was
supposed to be a custodian, who did not encourage the use of books. The readers
were expected to use the library on their own (Reddy, 1998). However, this has
changed with time. Today, libraries are regarded as service institutions. They have
evolved to become facilitators of information and lifelong learning opportunities with
an emphasis on service and with priority given to identification of user needs and
communication of solutions (Krolak, 2005). It acquires materials, processes and
makes it available for use rather than preservation. It allows open access to its
collection and provides services to its users. The importance of a library cannot be
overemphasized. It is an essential part of a civilized 5 society and must serve the
needs of that society. Its form, character, purpose, functions and services are
determined by the needs of that society (Reddy, 1998; Nabuyanda, 2011).
Any library is a social institution and plays various roles. According to Reddy (1998),
the library does the following: serves as a place of information and guidance
especially for readers and writers and also a repository of books as well as
deposition of information and knowledge. Information is indispensable for any human
activity aiming at social progress. A researcher, teacher, student, administrator and
entrepreneur all need information to better equip themselves for the fruitful pursuit of
their respective assignments and vocations. Indispensably, they have to reckon with
books for acquisition of such information. Notably, a library serves as an instrument
to improve the quality of life of the people giving them education, information,
recreation, intellectual stimulation and enriches life on all respects. In summary, the
library assists with literacy development and promotes the concept of reading as a
pleasurable, voluntary activity which contributes to an individual’s quality of life
through its collection. The collection can include books, periodicals, newspapers,
manuscripts, films among others (American Library Association (ALA, 2008).
The basic function performed by academic libraries including school libraries is to
support formal education. According to the International Federation of Library
Associations (IFLA) a manifesto published in 2000, the school library is “essential to
every long-term strategy for literacy, education, information provision and economic,
6 social and cultural development” (IFLA, 2000, p. 1). Nabuyanda (2011) and Reddy
(1998) observe that a school library is the soul, core and pivot around which
academic life in the school revolves. It is also a part and parcel of a school set-up. It
exists to serve the objectives of a parent organization and plays an important role in
helping the educational system achieve its goals by serving the students and
teachers. A school library today is supposed to serve as a resource centre with
books, magazines and documents like recorders, maps and charts. All these are
meant to enable users achieve educational objectives in order to play their roles in
society effectively. School libraries serve as learner-oriented laboratories which
support, extend and individualize the school’s curriculum by providing books, films,
recorded sounds, periodicals, and digital media. These items are not only for
education, but also for enjoyment and entertainment of all members of the school
community and also enhancement and expansion of the school’s curriculum (ALA,
2008). In order to meet the needs of all students in specific schools, school library
collections should have wide-ranging selections of books that include many reading
levels, genres, topics and formats (Campell, 2009; Rosenfeld, 2007). Evidently,
school libraries are custodians of school information resources that play an important
role in providing a wide range of reading materials free of charge to students whose
parents cannot afford to constantly buy new material (Krolak, 2005; Anyanwu,
Akanwa & Ossai-Onah 2013). Since education is a lifelong process, “a school child
learns through formal education in the classroom but he can learn more by using the
7 libraries for education, information, recreation and inspiration”.
The skill is presented in a spiral approach and the library is an important resource
not only for learning English but also other subjects and general interests in life. In
light of this, the Ministry of Education (MOE) emphasizes that learners should be
trained on how to use the library efficiently and also encourage them to use it during
their free time for private study. The IFLA manifesto on a research conducted in the
United States of America (USA) details core library service goals as “developing and
sustaining in children the habit and enjoyment of reading and learning, and the use
of libraries throughout their lives; offering opportunities for experiences in creating
and using information for knowledge, understanding, imagination and enjoyment”
(IFLA, 2000, p.12). Moreover, Reddy (1998) contends that a library is therefore a
sanctuary for the enquiring spirit. It is a collection and acquisition of books, graphic
materials, pamphlets, newspapers, magazines, manuscripts, films and microfilms,
tape recording and computer tapes organised for use. All this corpus of material is
used by people of all works to satisfy their thirst for knowledge and to procure
reading material for some kind of leisure activity. In Kenya, there are no policies on
cultivation and promotion of reading culture in secondary schools. Nevertheless,
some efforts are being made to foresee the attainment 8 of reading culture. This
responsibility is entrusted to language teachers through the use of library lessons
(Otike, 2011). In teaching the reading skill, teachers need to make use of available
resources like school libraries to make lessons more focused and learner-centred.
The school library can serve as the best resource to teach reading skills because it is
in the library where learners can access extra information not presented by a teacher
in class, to finish class assignments and read for leisure and enjoyment. However, in
most schools’ libraries do not exist and where they do, students avoid borrowing
books for fear of losing them (Kutto, 2005). Lonsdale (2003) adds that a print-rich
environment leads to more reading and free voluntary reading is the best predictor of
comprehension, vocabulary growth, spelling and grammatical ability and writing
style. This is because students are exposed to a variety of materials like films,
journals, magazines and newspapers that help supplement information available in
text books apart from building on their language skills. School libraries provide
access to reading material through which school children and youth can gain and
improve their skills. They help introduce the use of reading for information, pleasure,
passing examinations and personal growth through lifelong learning by providing
materials that offer more extensive and varied information than classroom study
alone. The foregoing clearly indicates that the reading habit is learnt, nurtured and
cemented in the school environment and that one of the major goals of the school
library is to inspire a love for reading in order to promote a reading culture among 9
users. It is therefore important that a study on how the school library can be used to
develop a reading culture among secondary school students is carried out in Kenya
particularly in Nandi Central Sub-County.
 NEED AND SIGNIFICANCE

It is expected that the study will assist and provide proper interventions by the
Government through the Ministry of Education to help influence the need for reading
and developing an interest for reading at an early stage through the provision of
properly established school libraries, that the results of the research will be useful to:
the policy makers in government by providing insight into library impact on schools in
terms of literacy and development of a reading culture and the importance of having
qualified librarians to ably undertake this task.
The study will also provide information that may be used by government and school
managers to support the establishment of well stocked school libraries with adequate
reading materials and facilities for students and teachers.
It is also hoped that the results of this study will promote the concerted efforts of
parents, teachers and librarians in assisting students, at an early age, to absorb a
sustained reading culture. Ultimately, this study will bring out the benefits that
students and teachers obtain from the provision of a school library so that future
projects of building schools should include libraries.
It is also hoped that the research will, in this regard, further help contribute to
improving literacy programmes and library services in schools to help achieve the
2nd millennium development goal as reading culture promotes an informed citizenry
that is able to influence development by making informed decisions in matters of
governance.
Lastly, it is hoped that the research will open up new avenues for further research to
be conducted.
 DEFINITION OF THE KEY TERMS

STATEMENT OF THE PROBLEM

The study entitled as -a study on the students use of libraries
for developing reading culture in secondary schools

DEFINITION OF THE KEY TERMS

 Library-A building or room containing collections of books
periodical, and sometimes films and recorded music for use or
borrowing by the public or members of the institution.
 Developing-Growing and becoming more mature, advanced, or
elaborate.
 Reading-Is the process of looking at a series of written symbols and
getting meaning from them.
 Culture-The customary beliefs, social forms and material traits of a
racial religious or social group.

VARIABLES OF THE STUDY

Variables are the condition or characteristics that the experimenter

manipulate namely dependent and independent variables. Independent
variables used in the study are the use of libraries and dependent
variables includes developing reading culture in secondary school.
 OBJECTIVES OF STUDY

The main objectives of the study are

 To find the use of libraries in promoting reading culture among

secondary students.
 To examine the availability of books in the school library on the
basis of rural and urban students.
 To find how male and female student make use of reading materials
provided in school library.

HYPOTHESIS
 There is significant role in using school library in promoting reading
culture.
 There is a significant difference between the availability books in
rural and urban school libraries.
 There is no significant influence of school library materials among
male and female students.
 METHODOLOGY IN BREIF

METHOD ADOPTED

Normative survey method was used for the study considering the nature of
the study.

SAMPLE

Considering the nature of the study a sample of 40 students from 2 school

of TVM were drawn giving due representation go gender of the students .

TOOLS USED FOR THE STUDY

The selection of tool for data collection primarily depends upon the type
of work generally used in questionnaire .now the investisgate discusses
the justification for selecting the tools.

STATISTICAL TECHNIQUE USED

The tool administerd on the representative sample and data thus collected
were analysed and interpreted meaningfully by using following statistical
techniques.

 Percentage
 Mean
 Standard deviation

SCOPE FOR THE STUDY

 ORGANISATION OF THE REPORT

The report has been organised into 5 chapters

CHAPTER 1

Introduction

The introductory chapter presents the rationalvfor selecting the

present problem ,definition of the key terms, objectives,hypothesis of the
study ,procedure adopted with adiscussion of scope of the study.

CHAPTER 2

Review of the literature

This chapter presnts a theoretical overview related to the topic and

review of literature in which various students conducted in India.

CHAPTER 3

Methodology

This chapter presents the methodology of the study in detail including

description of method adopted tools and techniques used variabkes I the
studies ,sample ,selected ,procedure adopted for the collection of the data
and statistical techniques employed for the analysis of data.

CHAPTER 4

Analysis and interpretation

This chapter gives the analysis and interpretation of the data collected
taken up in the order of objectives of the study.

CHAPTER 5

Conclusion and suggestion

The chapter gives a summary of the study, major conclusion based on the
findings, educational implications and suggestions for further research.
CHAPTER :2-REVIEW OF THE RELATED LITERATURE

 INTRODUCTION
 REVIEW OF RELATED STUDIES
 CHAPTER 2

REIVIEW IF RELATED LITERATURE

INTRODUCTION

Review literature in research refers to extensive, exhaustive and

systematic survey publication relevant to the selected fields investigation.
The process of literature review begins even before the stage of defining
the research topic or problem and till continues till publication of the
research report. The term ‘review’ means to organise the knowledge so
that proposed study would be an addition to this field. Literature refers to
the knowledge of particular are of investigation of any discipline which
include theoretical, particular ad it’s research studies. This review of
literature refers to the key to the vast store house of published literature
may open doors to the sources of siginicance problems,explanatory
hypothesis provides helpful orientation or definition of the problem
background for selction of research in order to be creative and original
one must read extensively as a stimulus to thinking.

A review of literature is a written summary of existing knowledge ona

research problem,thetsk of review of literature involves the identification
selection of critical and written description of existing information on a
topic.
 Review of related studies

School libraries are libraries established in nursery, primary and secondary schools to aid and
support learning and teaching activities. The main purpose of establishing school libraries is to meet
the information needs of pupils, students and staff of the schools. A school library is managed by a
school librarian or media specialist. Hitherto, most school libraries looks like academic libraries in
that they serve those whose next library encounter will be at the university; they can also cater for
young children who are pre-literate. The library therefore complements the school by encouraging
private study, which is required by students and teachers who want to attain an academic height.
The school library thus, stands as a symbol for the truthful expression of man’s knowledge and
experiences (Busayo, 2011). The role of school libraries in Nigeria cannot be overemphasized as it
provides the essential resources for all categories of learners in schools through the provision of
enabling environment that facilitates reading and learning. It is regrettably sad, that most secondary
schools in Nigeria do not have a good library or professional librarian to manage the library. Also,
there are inadequate information resources, lack of up-to-date information materials and poor
management of school libraries. Edoka (2000) asserts that the information resources in those that
exist are usually scanty. It is as a result of poor relegation of funding in the management of libraries
by authorities concern. In Sub-Saharan Africa, particularly, the problems of illiteracy and the scarcity
of learning resources gravely limit the opportunities people have to learn and to transmit their
circumstances (Tella and Akande, 2007). It is a great challenge to Nigeria and other developing
nations. It is pertinent to note that most schools in Nigeria have turned their libraries to book store,
staff room and chatting room. Based on this, Sangkaeo (1999) clearly states that “we are not reading
society in Africa but chatting society, the background of learning through culture; the cultural habit
of people…prefer to listening and chatting more than reading”. Therein, the growth and
development of school libraries is a responsibility of the government, educationist, teachers and
parents to support the establishment and functionality of its existence.

. Douglas (2000) asserted that every child must become fully competent in reading to succeed in
school and discharge responsibilities as a citizen of a democratic society; he further reported that
reading is a means of attaining educational and professional excellence. Without reading a student
or a learner cannot make meaningful progress in his or her academic pursuit. Collins and Cheek
 (1999) asserts that reading is a process that requires the use of complex thought processes to
interpret printed symbols as meaningful units and comprehend them as a thought unit in order to
understand a printed message. Rubin (2002) describe reading as a total integrative process that
starts with the reader and includes the affective, perceptual, and cognitive domains. Hence, reading
is a skill that must be nurtured and developed from a child’s early beginning. Nssien (2007) opines
that reading is identified as the single most important determinant of a student’s success in
education and in our modern complex society. Reading habit is the cultivation of attitude and ability
to read regularly in order to acquire knowledge and develop self. Sangkaeo (1999) described reading
habit as the behavior which expresses the likeness of reading of individual, types of reading and
tastes of reading. It is a process of imbibing a positive attitude and regular skill in reading of
information resources. Obada (2011) asserts that reading habit is the cultivation of an attitude and
the possession of skills that makes reading pleasurable, regular and a consistent activity. Therefore,
schools should equip students with the skills of learning to read and reading to learn to improve
their overall capacity for life-long learning and whole-person development. They need to promote a
reading culture both inside and outside the four walls of the classroom (Langit-Dursin, 2009).
Developing reading habit is a necessity in the life of every young mind which will enable them
progress in the course of life. Children develop the skills of reading and gain the habit of reading
predominantly in primary school and it becomes very difficult to gain this habit in adulthood (Palmer
et al., 1994; Mete, 2012).

Lonsdale (2003) on “Impact of Libraries on Students’ Achievement” done in Australia sought to

establish the nature and extent of evidence that linked school libraries to student achievement in
Australia. Findings indicate that libraries have a positive impact on student achievement whether
such achievement is measured in terms of reading scores, literacy or increased learning. In addition
to this, the study established that a strong library program that is adequately staffed, resourced and
funded can lead to higher student achievement regardless of the socio-economic or educational
levels of students. It advocates for integration of information literacy into the curriculum to 42
improve students’ mastery of both content and information seeking skills. Lastly, the study
established that libraries can make a positive difference on students’ self-esteem, confidence,
independence, and sense of responsibility in regard to their own learning. The findings and
recommendations of Londsdale’s research were found to concur with the findings of this study
because if school libraries are well established with relevant reading resources and competent staff
in this case teachers and librarians, the achievement of Form Three students as regards increased
love of reading will go up. The difference in the two studies was the fact that current study only
confined itself to reading culture of Form Three students and no other areas like their socio-
economic status. It did not also cover achievement in terms of reading scores and general literacy
that was covered in Lonsdale’s research. A research conducted by Ogunrombi and Gboyega (1995)
titled “Factors affecting the Reading Habits of Secondary School Students” identifies a child’s family
background as one of the factors militating against students’ reading habits. This is because as they
put it, few homes are conducive to reading owing to noise and lack of reading materials. Indeed the
study also identifies lack of functional libraries in most schools, lack of trained librarians, failure to
provide library periods in schools, shortage of language teachers and also resources for teaching
reading skills as factors that inhibit development of a reading culture among students. The study
therefore, illustrates that well stocked libraries, availability of trained librarians and teachers and
provision of library lessons in schools are key to development of a reading culture. 43 The difference
between the scope of Ogunrombi and Gboyega’s study and the current study is that the research did
not examine students’ family background. Moreover, all schools used in the study had functional
libraries and teachers and trained librarians who managed them. Hence, this provided space for this
 research to be conducted. Findings however, concur in that school libraries need to be well stocked
with quality literature and provision of library periods is mandatory if a reading culture among
students is to be achieved. Ezema and Ekere (2007) addressing “The Strategies for Promotion of a
Reading Culture among Nigerian Children by the Teacher- Librarian” reviewed the problems which
characterize reading culture in Nigeria and identified the pivotal roles of the teacher librarian in
promoting a reading culture among young children. The research also expresses the general neglect
of school libraries which would have been the bedrock of reading promotion in the country. It
further recommends the re-introduction of library science courses in colleges for the sake of training
of ‘quality’ teacher librarians to serve in primary and secondary schools. Moreover, it confirms that
even where there are school libraries, trained staff (teacherlibrarians), are not employed to manage
the libraries. They note that this could be the source of the problem of poor reading culture in
Nigeria. This study found an avenue for its research since Ezema and Ekere‘s study focused on role of
teacher-librarian in promoting a reading culture among children while the current study did among
other objectives examined the role of teachers and librarians in promoting a reading culture 44
among teenagers (secondary school students) and not children. A research done by Maliki and Uche
(2007) that sought to determine the relationship between students’ background variables and
utilization of library sources among secondary school students in Nigeria indicated that students’
background variables are significantly related to as well as predict their utilization of the library
resource. The study advocates that parents need to provide the enabling physical and psychological
environment for their children to read, study and develop. They observe that socioeconomic
background of students, parental level of education, occupation, facilities at home, quality of
residence and family size are significant factors in determining a students’ utilization of library
resources while at school. The scope of the current study did not focus on Form Three students’
background variable in determining their use of the school library resource because it would have
been uneconomical in terms of time and financial resources involved.Schroeder (2010) conducted a
research on what teacher- librarians can do to develop a culture of reading in middle school children
and established that schools with well-stocked, well equipped school libraries, managed by qualified
and motivated professional teacher-librarians can make students become avid readers. She pointed
out that teacher-librarians can have a positive impact on teen reading by involving students to select
reading materials and particularly tap into their areas of interest. The study recommends that
middle school students (adolescent / teens) a part from books that meet their interest should be
given opportunities to read magazines, newspapers and comic books in their free time. 45
Furthermore, libraries should be made comfortable and welcoming places where students choose to
be at their free time. Findings of this study compares with those of the current study in that if school
libraries are well stocked and managed by teachers and libraries who understand their roles well,
then it is obvious that Form Three students will become avid readers. Ogbonna and Eze (2015) in a
study titled, “Reviving the reading culture: School Library Programmes in promoting Voluntary
Reading amongst Students: the Case of Imo State, Nigeria” investigated on the school library reading
programmes employed in promoting free voluntary reading of secondary school students and also
established the influence of school library reading programmes on free voluntary reading of
secondary school students. The hypothesis in this study was that there’s no significant relationship
between the reading programmes and students free voluntary reading. The study notes that some of
the specific programmes for developing free voluntary reading are; provision of access to books,
reading guidance, displays and exhibitions, provision of pleasurable experiences, shared readings
and dramatizing of stories among others. It also found out that the amount of reading employed has
influence on the amount of free voluntary reading done by students since students in schools that
employed more programmes read more books than students in schools with fewer programmes.
Furthermore, it established that absence of librarians in schools was one of the factors that
 contributed to poor employment of the programmes. In addition to this, it revealed 46 that reading
programmes influenced the level of reading. The study therefore suggests that other programmes
that should be developed are lending of books, monitoring of display, assistance in selection of
books, mounting of posters, storytelling, book tasks, book quiz, reading competition, author visits,
exhibition and provision of a period for personal reading. Some of the recommendations were:
quality reading materials to be availed in libraries, libraries to be opened for use throughout the day
and all schools should have fixed library periods in the timetable. Igwe (2011) in a study “Reading
Culture and Nigerian Quest for Sustainable Development” emphasizes the importance of reading in
order to provide access to culture and cultural heritage, empowering and emancipating citizens as
well as bringing them together and adding quality to life. The study notes that reading is one of the
fundamental building blocks of learning. The study findings aimed at popularizing and developing a
culture of reading among the Nigeria populace. He observed that a situation in which a large number
of the people rarely read, either because they lack the skills or simply because they do not care
enough to take time to concentrate will pose serious problem in future. The study emphasizes that
becoming a skilled and adaptable reader hence the chance of success at school and beyond and also
it enables people to be better informed and to have a better understanding of themselves as well as
others. The study advocates for gradual building up of a positive reading attitude among students
and children over a long period of time so as to make it a habit that enables them read books and
other information materials that are not necessarily required for advancement 47 in a profession or
career. This study similarly aimed to popularize and develop a culture of reading. The only difference
is that it strictly dealt with secondary school students because the researchers wanted to establish if
the problem of a poor reading culture among Kenyan adults had its roots at secondary school level.
In addition to this, the study observes that reading sharpens the mind, making one reason
objectively as well as projecting them for greatness in life. It further notes that a reading culture is
the type that sees continuous and dedicated reading of information resources by pupils, children,
students and adults for knowledge acquisition which will be applied practically for development.
Reading culture involves independent and voluntary reading by individuals. Independent and
voluntary reading among students is what they choose to do on their own. It reflects personal choice
of materials to be read as well as time and place to read. This is done for information or for pleasure
and involves personal choice, reading widely from a variety of sources and choice of what one reads
at the time they want to. Nabuyanda (2011) observes that through reading, one can develop and
learn about himself/ herself and about other people. Anyanwu et al. (2013) conducted a research on
“The challenges of Promoting a Reading Culture in Nigerian Children through Story hour, Book talks
and Exhibitions: A case study of selected secondary schools in Owerri, Imo state, Nigeria” and
pointed out that in spite of the importance of reading as a culture, it has become obvious that
Nigerian children no longer read. They only read when they have an examination to write, outside
that, reading has no meaning to them. They further confirm that most children hardly 48 make use
of the libraries with the excuse that the libraries were not stocked with relevant information
materials and in fact most books are out dated. This study also emphasizes the need for librarians to
take the book back to the people particularly, children through book talks, story hours and
exhibition. It identifies three key strategies of promoting a reading culture namely: organization of
reading competitions, creation of library periods in the timetable, provision and access to books and
excursions to libraries. It recommends that all school libraries are stocked with relevant and current
books. Findings of this study was similar to Anyanwu et al. (2013) study findings in that Form Three
students mostly read for examination and further that they complained that libraries were stocked
without dated literature that did not draw a lot of interest in reading. In a study conducted in
Botswana, Tella and Akande (2007) wanted to find out whether children’s reading habits were
related to the availability of books. Similar to the findings of this study, they identified inadequate
 library materials as the reason why most children did not engage in reading on a regular basis The
findings also concurred with that of a study done in Zambia titled “Enhancing Reading Culture” by
Chusa (2011) that identified the lack of access to reading materials as one of the contributing factors
to poor reading culture in the country. In a study conducted in Botswana, Tella and Akande (2007)
wanted to find out whether children’s reading habits were related to the availability of books.
Similar to the findings 49 of this study, they identified inadequate library materials as the reason why
most children did not engage in reading on a regular basis The findings also concurred with that of a
study done in Zambia titled “Enhancing Reading Culture” by Chusa (2011) that identified the lack of
access to reading materials as one of the contributing factors to poor reading culture in the country.
Dent (2005) did a research on “Observations of School Library Impact at two rural Ugandan schools”
with a view of exploring the connection between the presence of a library at two schools in rural
Uganda and certain student engagement indicators like scholastic performance, reading habits,
study habits and library use patterns. The study was not intended to demonstrate strong relations
between the items but a limited exploration of questions meant to inform further inquiry in the
area. The questions addressed were: do students with libraries read more? Do students make use of
the library? Do students recognize the importance of having a library? Do students use the library
materials for other than class related work and lastly are there any noticeable differences between
the grades of students with a library and those without? The findings of this study indicated that
there are several areas where the presence of a school library has an impact, including students
reading habits, use of materials for nonschool related activities and academic performance. Further,
the study advocates for stocking of libraries with relevant and varied materials that student will
enjoy reading, construction and utilization of a library as a goal worth pursuing and a vital necessity
in all schools and the need to encourage students to read during their leisure time. The study 50 is
important because it examined the impact of having access to reading materials in development of a
good reading culture. The objectives of this study were found to compare with Chusa’s research in
that it among other objectives established whether From Three students read non-examinable
materials available in the libraries. In a study done in Kenya by Otike in 2011 on “Reading culture,
cultivation and its promotion among pupils in Kenya,” the absence of a reading culture was noted as
a factor that has hindered Kenyans from appreciating the value of books. The study sought to
establish ways of cultivating and promoting a reading culture among Kenyan pupils and made
various recommendations. Among these are; restructuring of the education system that emphasizes
exams and grades from primary to university so as to curb the problem of rote learning,
employment of more teachers to avoid overloading thus teachers can find time to cultivate reading
habits among students, provision of reading books and information materials to schools and
enactment of a policy that gives emphasis on the promotion and cultivation of reading in schools.
This study focused on secondary school students and specifically cultivation and promotion of a
reading culture by use of school library (Otike, 2011). Ogada (2012) in his research “Relationship
between availability and utilization of selected learning resources and academic performance in
public secondary schools in Kenya,” shows that total absence of an organized library will continue to
spell doom for thousands of secondary school students implying that schools that operate without a
library have negatively affected the academic performance of their students. Findings of 51 this
study show that schools with library facilities perform better than schools without. However, there is
a gap in these studies since none of them has clearly established the role of the school library in
developing a reading culture among secondary school students. Moreover, the researches done so
far have mostly focused on the primary rather than the secondary school setting and yet there is an
assertion by Lonsdale (2003) that the impact of the school library diminishes as students move
through secondary school. As the study puts it, the impact of school libraries appears strongest at
primary and lower levels of secondary school and weakest at upper levels. Research is therefore
 needed to show why this is the case. In light of the studies reviewed in the foregoing sections, it is
important to investigate and establish the use of the school library in development of a reading
culture among secondary school students in Kenya. This study also attempts to answer the question,
“what are schools doing to inculcate the value of reading in the students.” The researcher hopes that
the findings will lead to adoption of appropriate strategies that will lead to maximization of the
school library as a resource that contributes to a reading culture among students. In conclusion, the
information in the various studies are closely related to the current study since the endeavour to
investigate the development of a reading culture among secondary students and make it a lifelong
habit. However, one major threat is that there’s a poor reading culture across among children and
teenagers in Africa and in the entire 52 world. This poses a serious challenge in future in that they
will have low self-esteem, will also lack confidence and independence and a sense of responsibility in
their own learning

The primary purpose of university libraries is to support teaching, learning, and research in ways
consistent with, and supportive of, the institution's mission and goals (Oyewusi & Oyeboade, 2009).
Libraries, therefore, make effort to acquire information materials in a variety of formats which they
make available to their community of users.

Daniel (2004) as cited by Busayo (2011) observes that an educational institution without a library is
like a motor car without an engine and a body without a soul.

Rajendran & Rathinasabapathy (2005) as cited in Tella, Owolabi & Attama (2009) argue that the
value of academic libraries reside in the guidance they provide as well as the technical infrastructure
they develop and maintain. Libraries, therefore not only ensure the provision of reading materials
but also ensures its’ use through appropriate guidance to users. It is in line with this that Alegbeleye
(2008) sums up that the library is the best learning resource centre for effective reading.

Reading according to Fatimayin & Lawal (2010), connotes the ability to read well not only English
language and literature texts, but also newspapers, magazines, journals, periodicals, and engaging in
both recreational and academic reading

. Collins & Cheek (1999) describe reading as a process that requires the use of complex thought
processes to interpret printed symbols as meaningful units and comprehend them as a thought unit
in order to understand a printed message. Smith (1971) grouped reading into three categories:
developmental reading, functional and recreational reading. While developmental reading focuses
attention on improving the ability to read, functional reading is directed towards information, as a
means of reading to learn. Recreational reading on the other hand, implies reading for
entertainment. Okebukola (2004) affirms that, through reading, humans have the tools to transmit
knowledge to each succeeding generation; it allows one to listen to the wisdom and people of the
ages. In accordance, Nnadozie & Egwin (2008) note that reading is an important method of acquiring
information, knowledge, experience and learning. Alawiye, Owolabi & Olagesin (2012) maintain that
the ability to read is the heart of self education and lifelong learning. In agreement, Adigun and
Oyelude (2003) posit that skill in reading will not only assist students in organizing their thought and
jotting down important facts while reading, but also equip them to comprehend entire texts.
Illustrating why people read, Oke (1996) as cited by Aina, Ogungbeni, Adigun & Ogundipe (2011)
points out that people read for self-improvement; pleasure and relaxation, and a feeling of pride and
prestige. Ifedili (2009) examined the reading culture among students in tertiary institutions in
Nigeria. The major findings affirmed that there was a high decline rate in the reading culture among
the students in the tertiary institution; 60% of students read prescribed textbooks only during
examination period; browsing and watching television have taken most of students' time for reading
and very few students (21%) buy novels to read for knowledge and pleasure. In a study by Abidin,
Pour-Mohammadi & Lean (2011 ) 66% of the respondents claim that they read in order to pass
exams; 40% claim to read because they think they should, additional 40% read because they are
interested in a topic or subject, while only 10% read because they think reading is fun. Qun &
Onwuegbuzie (1997) in a study of library use affirmed that obtaining a book or article is the most
important reason for using the library, followed by studying for a test, using the online facilities, and
reading a textbook. Tella, Owolabi, & Attama (2009), in a similar study found out that the most
common use of the library by students is for reading, followed by using the library for borrowing
books, making photocopies and searching the library catalogue. Oluwadare (2006) while examining
the accessibility and use of the Federal Polytechnic Ado-Ekiti, Nigeria Library resources by the part-
time students of the institution found out that over half of the respondents surveyed (52.6%) use
the library whenever they want to read. This was, however, in contrast with the finding of Ifedili
(2009) were almost half of those surveyed (49%) claim that the library was substandard and so was
not always used.

Gathumbi & Masembe, 2005 Reading in a formal school system in Kenya is the core of the
syllabus for English subject for a number of reasons. First, content provided in text books provide
little reading for pleasure. Where there is little reading therefore, there will be little development of
reading skills. Second, it is only by reading that a learner can acquire the speed and skills needed for
practical purposes after school. Many professions in Kenya and around the world require proficiency
in reading. Third, further education depends on the quality and quantity of reading, general
knowledge equally depends on reading. Background knowledge about life, behaviour and thought is
only possible through reading.

Glogowski (2008) notes that there is lack of a reading culture in and the problem is compounded
by the fact that the education system is exam- oriented. The system is dominated by exams which
play a crucial role in deciding a student’s future. Moreover, when teachers speak of encouraging a
culture of reading, they invariably mean the culture of reading in English. In other words, English is a
second or even the third language for both the students and the teachers meaning that teachers
want to encourage a culture of 27 reading in a language that students use very rarely outside the
classroom. In addition to this, reading and writing are perceived as skills that students need to
develop to function successfully in school not something that a student perceives as valuable or
usable outside the classroom, in the community and in the social context. It is therefore important
that the skill is instilled in learners at a very tender age hence teachers have a great responsibility to
play

Nomzi, 2006This is only possible through the library. A central task of a library is to promote
reading habits, stimulate the search for knowledge and give students access to language skills.
Teachers in Kenya must therefore utilize the resource most effectively for the benefit of the
students. Training in language skills and specifically the reading skill is significant because in Kenya,
most of the learning in all subjects is through reading in a language (English) which students have
not mastered well.

Akala, 2004 However, teachers have enormous challenges as they teach the reading skill. Among
these challenges are lack of libraries and where they exist, reading materials are inadequate since
most libraries only stock textbooks and teachers also have heavy workloads hence have minimal
time to embark on reading. Moreover, the syllabus is exam oriented and teachers exist to teach
students to pass exams.

Nssien 2008 observes, a reading habit is identified as the single most important determinant of a
students’ success in education and in the modern complex society. A reading habit is the use of
reading as a regular activity. It is the cultivation of an attitude and possession of skills that make
reading a pleasurable, regular and constant activity.

Kimberly (2013) notes that classrooms and school libraries should be stocked with high – quality
stocks where students can have access to interesting books and materials both in print and online.
Furthermore, when students are provided with well-designed classrooms and libraries, they interact
more with books, spend more time reading, and exhibit more positive attitudes towards reading and
exhibits higher levels of reading achievement. Eyo (2007) notes that a library supports the reading
program of a student and literacy by promoting links between the classroom, the library and the
wider community to develop a culture of reading for pleasure as well as for information.

Otike (2011) contends that much of the responsibility of cultivating and promoting a reading habit
is entrusted to language teachers through the use of library lessons. Library lessons are designed to
allow pupils have a silent reading session in class or in the school library. However, countries there is
low level of library management meaning that very frequently there is no period in the school day
when students can do more than quickly take or return a book. This statement means that for
students, time to browse or read in the library is impossible if no library period is built into the
school day or even after school.

Coles and Wavell (2002) indicate that the size of library staff determine the reading scores of
students. However, much as teachers and librarians have this enormous role to play, parents have
failed to be role models for children in reading for leisure since they hardly read while at home
because they have been socialized to think that reading ends at school.

Amuka (2012) notes that the biggest culprit in the falling standards in reading is the emerging
exam-oriented culture since students read only to pass exams. Hence the education system is
skewed against recreational reading. He suggests that the government should invest more in library
services if it is interested in improving reading habits among young people.

Sisulu (2004) observes that becoming a skilled and an adaptable reader enhances the chances of
success of children at school and beyond. Consequently, reading is not just for school but in all its
variety is vital to being better informed, to have a better understanding of ourselves and others.
Libraries therefore have a historic mission of fostering literacy and learning. Libraries, learning and
reading can and do change lives. They have a role to play in determining the future of any society.
Any society that educates its members benefits from improved literacy levels of the populace.
Furthermore, many professions today require proficiency in reading.

Eyo (2007) observes that libraries are vital to education and research has shown that current lower
levels of proficiency in reading are due to underfunding of libraries and their services.
Lonsdale (2003) clearly points out that a strong library program that is adequately staffed,
resourced and funded can lead to higher student achievement regardless of the socioeconomic or
educational levels of students. Adeyemi (2010) and Lonsdale (2003) observe that students with
access to a well-supported school library media program with a qualified school librarian scored
higher on reading assessments regardless of their socioeconomic statuses.

Ogbonna and Eze (2015) in a study titled, “Reviving the reading culture: School Library
Programmes in promoting Voluntary Reading amongst Students: the Case of Imo State, Nigeria”
investigated on the school library reading programmes employed in promoting free voluntary
reading of secondary school students and also established the influence of school library reading
programmes on free voluntary reading of secondary school students. The hypothesis in this study
was that there’s no significant relationship between the reading programmes and students free
voluntary reading. The study notes that some of the specific programmes for developing free
voluntary reading are; provision of access to books, reading guidance, displays and exhibitions,
provision of pleasurable experiences, shared readings and dramatizing of stories among others. It
also found out that the amount of reading employed has influence on the amount of free voluntary
reading done by students since students in schools that employed more programmes read more
books than students in schools with fewer programmes.
 CHAPTER 3

METHODOLOGY
 CONTENTS

 INTRODUCTION
 TOOLS FFOR STUDY
 DESCRIPTION OF TOOLS
 DATA COLLECTION
 SAMPLE TECHNIQUE
 STATISTICAL TECHNIQUES USED
 SAMPLE FOR THE PRESENT INVESTIGATION
 INTRODUCTION
Methodology id the scientific method adopted by investigation to conduct research.
According to the Burst “research is considered as the moral formal systematic
method of analysis”. Research is careful search conquering to discover new ideas by
scientific study .it is an endless quest for knowledge or unending search for truth.
Methodology consists of tools techniques and procedures.
Educational methods can be categorised on the basis of the end results, data
gathering technique methods of data processing, degree of control exercised
approach, source of data and number of the other investigation, feasible, preplanned
and well understood.
Methods in research are sequential steps adopted in studying a problem with certain
objectives. The success of any research depends up on the suitability of method
adopted. A systematic quantitative and qualitative procedure is necessary to collect
the needs data. In research different methods are used. The suitability of a particular
method of study depends on the purpose and scope of the study.