CHAPTER ONE
INTRODUCTION
1.1 Background to the study
Reading is a process that needs complicated thinking processes to interpret written symbols as meaningful units and grasp them as a thought unit in order to comprehend a printed message, (Aina, Ogungbemi, Adigun, & Ogundipe, 2011; Onuoha, Unegbu, & Umahi, 2013). Reading is, in other words, the act of deciphering symbols to deduce or build meaning. Reading is therefore important for daily tasks such as bettering of one’s knowledge, sharpening and moulding one’s thinking, and reasonable and objective reasoning, all of which lead to greater success in life. Reading is mostly, described as an enveloping, integrative process that influences a reader’s perceptual, cognitive, and emotive dimensions (Oriogu 2013, p. 61). Simply told, reading is for life, not just for school! Humans are said to be capable of passing on knowledge to future generations via reading. This backs up the notion that success in school or in life is contingent on a strong foundation in reading skills (Oriogu, 2013, p. 61). Reading is thought to be the only kind of enjoyment that simultaneously serves as a valuable life skill. “Reading permits a person to grow and gain insights into life and the world at large,” writes Gentile (1976). As a result, he is capable of making sound judgments that contribute to personal well-being and enjoyment. Reading is one of life’s most pleasant activities and an essential part of human growth. As a result, cultivating a reading culture is critical to life success. The practice of cultivating a good reading mindset is known as reading culture. This is when reading becomes a part of a person’s life rather than only a part of particular elements of their life, such as school or job. When Phillip (2005) says that teaching someone literacy skills is like training a person to drive and just giving them a few drops of gas: the machine is great and the driving abilities have been taught, but it’s still not an automatic talent since there isn’t enough practice. When the fuel runs out, the vehicle’s ability to drive becomes ineffective and starts to disintegrate. However, with a better reading culture, the individual has a constant supply of readily digested fuel, allowing the new driver to visit specific spots, enjoy driving, and, in the end, accomplish the endless possibilities that he provides. Reading culture is best fostered throughout a child’s formative years. This is why reading should be an important element of the school curriculum as well as a tool for fully comprehending any school subject’s subject matter. Reading is one of the key abilities that students are required to master throughout their education, and without it, there may be no other way for them to achieve academic achievement (Oyewole, 2017). This research, on the other hand, focuses on the pursuit of examination grades as a driver of students’ reading attitudes at higher institutions.
1.2 Statement of the problem
It has been shown that a solid reading habit is necessary for academic achievement. To a considerable part, how well a student thrives or performs in his or her studies is determined by the study habits he or she establishes and employs. A student who develops and implements effective study habits is more likely to get better academic results than one who does not. Every student’s academic achievement at every level is dependent on their study habits. However, it is debatable to what degree students have developed and used study habits in recent years; most high school students have no idea how to study. Mark and Howard (2009) go on to say that the absence of effective or good study habits is the most prevalent issue for student performance in all areas. The majority of students do not have a study strategy to help them succeed. Some students just go to class, complete their assignments, and study for tests. This may or may not be connected to students’ recent poor performance on final examinations. It has been shown that one of the elements that causes students to adopt a reading attitude is the outcome of an examination. Everyone is concerned about the high failure rate. The desire to provide answers to these difficulties led to the decision to pursue this research.
“examination result as a contributing factor of students reading attitude in the tertiary institutions” in Ogun State
1.3 Objectives of the study
The main objective of this study is to examine exam result as a contributing factor of students reading attitude in the tertiary institutions.
The study specifically set out to:
1. To examine the factors that contributes to students reading attitude.
2. To ascertain the factor that poses as a challenge to students reading attitude.
3. To assess if examination result is a reason why student develop reading attitude.
4. To recommend ways to improve reading attitude among students in other to get a favourable exam result.
