LOW LEVEL READING CULTURE IN FCT PUBLIC SCHOOLS

 

 LEVEL OF READING CULTURE IN FCT PUBLIC SCHOOLS

This write-up reviews all the related literature on reading culture by seasoned researchers. It is a panorama of how each researcher views reading culture among adults, youths and children. The article will help in no small measure in shedding some light on the present work carried out on the level of reading culture in FCT Public schools. To do justice to the above topic, the following will be discussed as the sub-topics:

-      Conceptual framework

-      Theoretical framework for reading culture

-       Review of previous studies

-      Reading culture among students in FCT

-      Importance of imbibing reading culture in FCT Students

-      Factors militating against reading culture in FCT

-      Remedies for an improved reading culture in FCT public schools

-      Summary.

CONCEPTUAL FRAMEWORK

The validity of this study would be more appreciated if the key words are well defined. This will enable other researchers to apprehend and comprehend what is being discussed. The key words are ‘’Reading’’ and ‘’Culture’’. Many researchers have various conception of the word reading. They have attempted to view, discuss and enumerate the role and importance of reading. Agbama (2014) views reading as an activity that is done over a period of time in order to acquire knowledge, skill and attitude. Malomo (2014) adds that reading is for pleasure, fun and recreation but laments that some people see reading as not ‘’quite essential’’. To yet others, reading is for academic purpose and a fundamental pillar of learning. The habit of reading when formed is the bedrock of greatness. To the writer, reading is an act of flipping through pages of newspapers, journals, textbooks, novels, e-book, e-journal, internet and other electronic gadgets in order to have an in-depth knowledge of the content for maximum application and development. Reading is not only for individualistic development but for societal / global development.

In this way reading enhances the general development of man and his society. That is why it is a veritable vehicle for sustainable national development as well as the intellectual, physical, social and spiritual development of man. There is no doubt that reading helps to develop the mind to be informed, thoughtful, and constructive for better understanding of issues, events and situations. Reading gives way to literacy.

Another key word in the topics is culture. The definition of culture depends largely on the field of study and the period in which it is used. Thus culture has different meanings in social sciences, humanities, natural science and so on. Wikipedia dictionary views culture as being originated from the Latin word “Cultura” that is cultivation.  

Another school of thought defines culture as the quality in a person or society. The researchers see culture as the way of life of the people of a particular environment. In the 17^th century Europe, Culture is referred to as the betterment or refinement of individuals through education while in the 18^th and 19^th century, culture is referred to the common reference points of whole peoples. It is worthy to note that at this period, the term culture was connected to national aspirations or ideas.

Then in the later century, culture was regarded by anthropologists as encompassing the range of human phenomena that cannot be directly attributed to genetic inheritance. American anthropologists on their part see culture as the evolved human capacity to classify and represent experiences with symbols with imaginative and creative action. Culture can also be seen as the distinct ways people who live differently classify and represent their experiences in a creative manner. While Merriam Webster defines culture as the beliefs, customs, arts of a particular society, group or time, Hoebel’s description of culture as an integrated system of learned behaviour patterns characteristics of the members of a society, seems more acceptable and relevant to the topic under study.

Having defined the two key words above, an attempt will now be made to know what reading culture really entails.

Reading culture simply means the process of building reading attitude among adults, children and youths. Most of the time there is a clash between the meaning of reading habit and reading culture. Anybody who devotes time to read widely is said to have good reading habit. He / She is not coarse into reading but he / she makes it a point of duty to read either for pleasure, to be informed or for academic success. Reading culture therefore has to do with a group while reading habit is individualistic.

It is good for someone to develop reading habit, as reading culture emanates reading habits.

Olanlokun (2003) P.42 applauds Obafemi Awolowo’s developmental genius and attributes it to “his attachment to reading widely”. Obafemi Awoiowo was one of the top politicians in Nigeria in the First Republic 1960s. According to him, Obafemi read voraciously works of Charles Dicksens, Willham Shakespare, Walter Scott and so on. Books like “the human machine”, which contains articles with practical and well tested doctrines of applied psychology is very useful for youths; if only they can devote time to read. Great men of letters are able to excel because of their reading habits.

Reading culture gives rise to literacy education which leads to good governance, peace, security and development. Oronsaye and Airhiavbere (2012) attest to the above notion when they opine that “literacy can be employed to ensure sustainable peace in Nigeria and globally.

This study embarks on the level of reading culture among students in FCT public schools to determine its levels, students attitude to reading and the impact it has on FCT in particular via it education sector.

THEORETICAL FRAMEWORK

Reading culture among students has been an issue of general concern in FCT. One may wonder if the level of reading culture among students can have effect on literacy, performance in internal and external examinations and standard of education. The framework for this study derives from the mandate given to the National Institute for Cultural Orientation (NICO) to improve reading culture among the people with the aim of ensuring that the literacy level among schools children improves. Hence, NICO has been empowered to synergize with all the stakeholders to promote reading through advocacy and sensitisation strategies. This is aimed at arresting the decline in reading culture among our children and youth.

This mandate has been given to NICO both at the Federal, State and local Government levels. NICO first identifies the alarming rate of decline in reading culture and then moves to avert the scourge. One of the efforts made is the promotion of language art and language skills. Emphasis on language art teaching and learning (Goodman (1972), Norton (1983), Stephens (1983), Walwork (1972), Madubuko (2006) makes students aware of the importance of language and its basic skills such as reading, speaking, listening and writing.

Another framework which forms the basis for this study is the Nigeria’s philosophy of Education as incorporated and stipulated in the National Policy on Education. This includes using education as an instrument for national development:-

i.             To foster the worth and development of the individual for individuals sake, and for the general development of the society.

ii.            For the promotion of a progressive, united Nigeria by having relevant, practical and comprehensive programmes in schools.

iii.           To develop individuals into sound and effective citizens

iv.          To inculcate the right type of values and attitudes, training the mind in the understanding of the world around

v.           The acquisition of appropriate skills

vi.          The development of mental, physical and social abilities and competencies as equipment for an individual to live in and contribute to the development of the society.

For this objective to be effectively realised, “all educational activities shall be centered on the students for maximum self-development and self-fulfilment, the education system shall be structured to develop the practice of self-learning. In this regard, the establishment of young readers clubs in schools are encouraged. The government deem it necessary that libraries be established in all schools to inculcate reading habits in students and pupils. This shows that the government is eager to see the youth as a future leaders who cannot do without reading.

It is therefore expected that if the above objectives coupled with the good genuine intention of the government are strictly adhered to, the level of reading culture among FCT students would be a thing of pride with its consequence of mass literacy in FCT.

REVIEW OF PREVIOUS STUDIES

Study on level of reading culture is not a new thing. Many scholars such as Olalokan (2003) Airhiavbere and Orunsaye (2012), Adeboye (2012), Akanle (2012), Akinwumi (2012), Ogungbemi et al (2011), Agbama (2014) have researched and published articles in newspapers and journals on reading culture / literacy among Nigerians, especially among youths at primary, secondary and tertiary levels of education. Their studies are empirical in the sense that it is a full-fledged research. Various empirical studies by these researchers have established the important roles reading plays in people’s intellect, imagination and creative skills.

Igbokwe (2012) carried  out a study on “literacy and peace veritable tools for sustaining political stability in Nigeria”. He used questionnaires and interviews as instruments for gathering data from randomly selected 44 respondents from Abia and Imo States. A comparative research design was used. Findings among other things revealed that state with high illiteracy is prone to violence and insecurity.

Another study published in the same journal by Adebayo (2012) is on the influence of gender on attitude to and achievement in reading science text among Nigerian undergraduates. Purposive sampling was used in selecting Federal University of Technology, Abeokuta and Federal University of Technology, Minna. Stratified sampling was used to assign 146 male and 139 female students research group based on gender and performance in a verbal ability test data collected were analysed with analysis of covariance and reading comprehensive achievement test. (ANCOVA). The result show that gender had no  significant effect on achievement in reading but it had a significant effect on reading attitude.

Oyewusi (2009), Ugah (2008), Osundina (1974), in their study, lament the inaccessibility and inadequate reading materials in schools and universities. Studies by Iyoro (2004) and Popoola (2008) concur to this assertion of ill equipped libraries. However, Oyewusi (2009), Nnadozie and Nnadowie (2008), Ugwa (2008), Seth and Parida (2006) are of the opinion that availability of information resources and services does not lead to information accessibility and use. They thereby advise that library materials can be gotten through donations from organizations and alumini.

A study published in observer by Akingbuli (2014) suggests that reading is for self – development and for passing examinations. He attributes low level of computer literacy and access to internet to poor reading culture among youths. The researcher disagrees with Akingbulu (2014) that computer literacy is relevant to reading. Rather, she views all electronic and ICT gadgets as a distraction to students’ academic work.

From these studies it can be observed that reading culture among FCT students in public schools are influenced by libraries, literacy, gender and modern ICT and electronic gadgets in one way or the other. The level of reading culture among students can be assessed by the number of students who make use of the library in their schools and other public libraries in FCT. An example of such assessment is a study carried out by Oyewusi. It was revealed that poor reading habit among FCT students has a correlation with student’s literacy level, performance in internal and external examination and the overall carried out by Oyewusi (2009). In this study, students from 200 levels - 500 levels from the population structure questionnaire was the instrument used. 21 item close ended questions were designed to be answered by 600 randomly selected respondents. The information used was obtained from daily / monthly statistics from the library over a period of one year. The result from the study showed that 5,720 students (i.e. 286 students per day) uses the library per month while 1,430 uses the library per week before examination period.

READING CULTURE AMONG STUDENTS IN FCT

Despite all the benefits of reading which will be discussed later in this study, it is sad to note that reading culture is not only declaring but waning and disappearing in FCT especially among students. This is what can be observed among almost all Nigerians. It is unfortunate that reading culture is waning down among these students who are the future leaders of this nation. No wonder the nation’s literacy rate now stands at 48% (percent).  This proves the notion that no nation can develop without its people developing the right reading habit.

Sadly enough, most students in FCT no longer have interest in reading. Some students in FCT are ignorant of the fact that man gains knowledge to develop himself and his environs through reading. This, Agama (2014) states that “every knowledge a man needs to develop himself and his society have been deposited in books". This knowledge can only be unveiled through reading. A majority FCT schools have lost their literacy value due to poor reading habit among their students.

Reading culture as mentioned earlier, leads to self and national development. It need not be over emphasized that the economic, social, and political life of FCT depends on turning out of its schools students that can not only read widely, but apply practically what they have read for individual and national progress and development. This is one of the objectives of the current national curriculum which stipulates that every student should be skill based at the end of their study in Junior secondary school, senior secondary school and tertiary institutions.

The decline of reading culture among FCT Students is no doubt hindering sustainable development in the education sector. This is due to the fact that the environment is deficient. It is deficient in the sense that it neither encourages reading nor acknowledge literacy and academic excellence. The question is “how many students in FCT have received award or scholarship for all round / academic Excellency?

It is the unanimous view of all education stakeholders that reading is the bedrock of greatness for everyone regardless of age, gender or status. Unfortunately, it has been observed that female  students in FCT public schools have more time to pay attention to reading than their male counter  parts. The latter always engage in outdoor activities and chronic use of electronic gadgets to the detriment of their reading time.

In a study carried out by Adebayo (2012) on the influence of gender on attitude and achievement in reading science textbooks, it was observed that gender has no significant effect on achievement in reading rather it has significant effect on attitude to reading . Efforts should be made to imbibe reading culture in both male and female students in FCT public schools. FCT Administration desires to make all youths and adults literate no matter the gender, age and socio-economic status. This hinges on the level of reading culture of the citizenry.

 IMPORTANCE OF IMBIBING READING CULTURE IN FCT     STUDENTS 

It needs not be overemphasized that imbibing reading culture in our youths is not only necessary but very important. This will help to curb the falling standard of education in Nigeria in general and FCT in particular.

Aina et al (2011) point out that “reading stimulates imagination encourages quick learning and expands horizons”. That reading encourages imagination and curiosity had been proved by Olanlokun (2003) in his novelette titled “The legend: Obafemi Awolowo”. Herein by way of storytelling, he attributes and applauds Awolowo’s developmental genius to “his attachment to reading widely” the works of Charles Dicksens, William Shakespare, Lord Aveburg, Walter Scott, Elbert Husband and Henry Stevenson. Books such as “the human machine” which Awolowo read contains articles with practical and well tested doctrines of applied psychology which influenced his youthful development and later years life achievements.  In short, great men of letters are able to excele because of their voracious reading habit.

Another importance ascribed to reading is that it enhances acquisition of skills for handling complex ideas or issues. This is in line with the objective of the National Policy on Education (2013). Education helps students to acquire skills only when much time is devoted to reading the prescribed textbooks if available, in a conducive environment. However, Aina et al (2011) equally observe that present and future generations in Nigeria as per FCT are at risk of going straight from an oral to a digital culture, by skipping over writing and reading culture in the process. There must be some factors hindering reading culture in FCT.

         FACTORS MILITATING AGAINST READING CULTURE IN FCT

No doubt, some factors must be responsible for this negative attitude towards reading by students.  Having researched widely to carry out a survey on the level of reading culture in FCT public schools, the writer is able to come across some factors responsible for low level of reading culture among people of other states or countries. These factors can be likened to what is obtained in FCT public schools. These include:

i.             Neglect of Education Sector

ii.            Lack of well-equipped libraries in FCT Public Schools

iii.           Change in value system

iv.          Sacrifice of education for mediocrity

v.           Massive quest for wealth and materialism

vi.          Economic hardship

vii.         High cost and poor access to books and other reading materials

viii.       Lack of adequate awareness of the importance of reading among youths

ix.          Emergency of ICT, internet, home videos, blackberry (Handsets), I-pad and other electronic gadgets to the detriment of reading books.

Lack of scholarship or award for academic excellence as listed above, testifies to the fact that everybody is aware that reading culture is dying or is dead among Nigerian youths / students. This goes a step further to satisfy the curiosity of the populace in knowing why reading culture is dying among students in FCT.

There is an adage that says “if you are not informed, then you are deformed”. One of the reasons Nigerians have refused to read is that “we fail to acknowledge that knowledge is embedded in books” Emmanuel (2014) then went further to say that our society do not appreciate intellect, so why border to indulge in what the society do not cherish. Iloakasia (2014) on her part acknowledges the fact that ICT has caused a lot of harm to reading culture among Nigerian youths. However, she gives kudos to ICT as it has helped students to access books that are not affordable through internets.

Otutu (2014) attributes lack of reading culture among students to teachers” negligence. She opines that teachers have a lot to do in improving reading culture by making learning to be more interactive. Students should be active in the class and should not be onlookers

REMEDIES FOR AN IMPROVED READING CULTURE IN FCT      

There is a wide outcry by the public and the media on the unsatisfactory level of reading culture among students in FCT public schools. From the constraints mentioned above, there is still hope for remedies to be proffered. These include among others:

i.             Awarding scholarship for academic excellence to deserved students on merit.

ii.            Parents to encourage their wards to read by buying books and having a mini library in their homes.

iii.           Government to build standard well equipped libraries

iv.          Including library user education in the curriculum

v.           Inclusion of library period in primary and secondary school time table.

vi.          FCT administration to support authors and publishers of books financially to make books cheap and affordable

vii.         Parents to discourage children from being addicted to ICT and electronic gadgets ( but to use them as e-book)

viii.       Students should be encouraged to read at home

ix.          Improving the printing and publication sections in the education sector for mass production of text books.

x.           Readers club to be established and enforced in schools

xi.          Students should be given books to read and summarize during the holidays and be awarded marks as first test of the term

xii.         FCT administration to make specific policies to engage students to read

xiii.       The CCD of education resource centre to organize reading competition annually.

Onyewusi (2009) also recognizes that libraries are meant to support teaching, learning and research. He then advocates that well equipped libraries be made available to support the intellectual, cultural and technical development of students.

Onyewusi (2009) quoting Harsley (2006), opined that the library acts as a medium of getting the latest scientific and technological information either in print or electronic form. Modern libraries are to be equipped with:

i.             Print on papers such as books, journals, newspapers, maps

ii.            Audiovisual materials like records, audio cassettes, video cassettes, projectors, microfiches, CD-Roms

iii.           Computer software, on line database, internet, electronic books and e-journals.

In an environment where reading culture reigns, students who have cultivated good reading habit would endeavour to visit the library always and make good use of these materials for fun, pleasure, recreation and acquisition of knowledge. Thus, reading culture would be remedied. Being conscious that reading culture is on the verge of disappearing among our students through unnecessary distractions, something has to be done to remedy the situation. Aina et al (2011) suggest that the library has some important role to play. To them, the library has the responsibility of making information available in different formats to encourage reading culture among students. Poor reading culture in FCT is more pronounced among housemaids, boys and children in public primary and secondary schools. The important role of the library in inculcating permanent literacy among students through reading cannot be overemphasized. This is why the FCT education secretariat through FCT Education Resource Centre has established four well equipped functional modern libraries in city centre, Gudu, Bwari and Wuse. The FCT Education Secretariat are encouraged to establish such libraries in all the public schools to boost reading culture. Fortunately, library period is now included in the school time table to enable students have enough time to read their textbooks and leisure books.

SUMMARY

This write-up is on the Level  of reading culture among students in FCT Public Schools. Attempt has been made to define what reading culture is through discussing the two key words reading and culture. A line is drawn between the meaning of reading culture and reading habits. Thus reading culture involves group of people in an environ while reading culture is on individual basis.

The theoretical framework for this research is based on the objectives of the National Policy on Education and the mandate to give it to NICO to promote literacy among the populace. A review of empirical studies by other researches was carried out to show that the issue of reaching culture has been researched upon by other seasoned scholars. Other sub-topics discussed in this article include reading culture among students in FCT; the need to imbibe reading culture in students, factors militating against reading culture among students and remedies proffered to arrest the ugly dwindling reading culture in FCT Public Schools. Education, according to Akande (2012) is the foundation for sustainable development. It is a key instrument for bringing changes in value, attitude, skills, behaviours and life styles. Reading is a panacea to the education of youths in schools. The role of reading culture in the moulding of youths as agents of peace, promoters of moral values and sustainable literacy cannot be overemphasized.

Akinwumi (2012) emphasized the roles of the family, school, religious organizations and mass media towards promoting reading culture. Only a cohesive, united and timely encouragement of our students can guarantee a healthy reading culture in FCT public schools. Students properly counselled, would embrace reading culture and become agents of literacy, sustainable development, sustainable security, peace and progress in FCT, Nigeria and the world at large.

 References

Adebayo, T.F. (2012). “The influence of gender on attitude to and achievement in reading science texts: Implications for gender equity” in 13^th Biennial National Conference, Reading Association of Nigeria. 26.

Agbama, D. (2014). “Need to Promote Reading Culture”. In Nigerian Observer, 4^th July, 2014.

Aina, A.J. et al. (2011). “ Poor Reading Habits Among Nigerians : The Role of Libraries”. In Library Philosophy and Practice ( e-journal). 8.

Airhiavbere, O. F.& Oronsaye, R.O. (2012).“Promoting Sustainable Peace in Nigeria through Literacy Education” In 13^th Biennial National Conference, Reading Association of Nigeria. 26.

Akanle, F.F.(2012). “ Effect of Global Education and Education for Sustainable Development in Promoting Social Justice”. In 13^th Biennial National Conference Paper Presentation, Reading Association of Nigeria.

Akinwumi, J.O. (2012). “ Family Literacy and Moral Value: A Panacea to Peace in Nigeria”. In 13^th Biennial National Conference, Reading Association of Nigeria.

Olanlokun, J.(2003). The Legend: Chief Obafemi Awolowo. Nigeria: Literamed Publications.

Stakeholders in Education (2014). “Why Reading Culture is dying among Nigerian Students. In Daily Independent, Monday, June 23, 2014.

Norton, D.E. (1983). The effective teaching of language arts. Columbus Ohio: Charles E. Merrill.

Stephens, T.M. (1983). Teaching children basic skills: A Curriculum Handbook. Columbus, Ohio: Charles E. Merrill.

Wall Work, J.F. (1972). Language and Linguistics: An Introduction to the Study of Language. London: Heinemann.

Madubuko, E.C. (2006). Comparative Study of Benue State and Federal Capital Territory SS3 Students’ Oral French Performance in NECO Examinations: Master Thesis.

Goodman, K. (1972). “ The Reading Process: Theory and Practice”. In Richard Hodges and E. Hugh Rudorf (Eds.). Language and learning. Boston: Houghton Mifflin Co.

Fasudo, S. (2010). “Reading as part to success”. A lecture delivered at the College Library Day, Adeniran Ogunsanya College of Education, Otto/Ijanikin, Lagos on February 24^th.

Dike, V.W. (1998).” Reading Promotion in Nigeria: The Role of School Libraries”. In Elaturoti, David (Ed.). Nigerian School Librarianship: Yesterday, Today and Tomorrow. Ibadan: Nigerian School Library Association. 173 -188.

Federal Republic of Nigeria. (2004, 2013).National Policy on Education. 4^th & 6^th eds. Lagos: NERDC Press.

Emmanuel ( 2014). Twitter comment on “ Why Reading Culture is dying among Nigerian students. In Daily Independent Nigerian Newspaper, 4^th July, 2014.

Iloakasia, A. (2014). Ibid.