CHAPTER ONE
INTRODUCTION
1.1 Background to the study
The purpose of this research was to determine the role of examination marks in developing students’ reading attitudes in Nigerian tertiary institutions. Measuring how much a student has learnt is an important aspect of any course or study program. Exams may take many various formats, but grading must adhere to a set of standards. The research attempted to establish a correlation between reading attitudes and the country’s educational imbalance in order to determine a connection between the two. Reading culture is intimately connected to academic accomplishment, which refers to how much information a someone has gained from school. Several studies have shown that reading culture, whether academic or non-academic, has an impact on students’ academic achievement at any level. 2012 (Bashir & Mattoo) Because a large number of Nigerian youngsters have access to the internet, television, and other electronic gadgets, the majority of kids would rather watch or listen than read. Many youngsters nowadays have little or no interest in reading, particularly non-academic texts, since they perceive it to be uninteresting or time consuming. Like a result, the majority of young people would seldom buy a newspaper, journal, or novel, preferring instead to watch or listen to the content of books as a film. Some academic writers have made audio versions of their publications and textbooks available to help students, particularly in Senior High School (SHS), although this has proven unproductive. If students with a bad reading culture in high school make it to higher institutions, they will encounter several obstacles, mostly because they will be required to read large quantities of academic texts. They may find it even more difficult since they must do their own research at the library or on the internet in order to completely comprehend and excel in their schoolwork. Individuals’ bad reading attitudes follow them from elementary school through tertiary education and into the workplace, resulting in a workforce that struggles to understand device manuals, medicine instructions, and public signs. Reading culture may be seen of as a socialization process that should be promoted at all levels and in all situations. Some progress has been achieved, as shown by the Nigeria Education Service’s statement that all schools would have a “reading hour” starting in the 2014/2015 academic year. According to the GES’s Acting Director, Charles Aheto Tsegah, the increase is essential owing to the country’s declining educational standards, which he attributes to children’s poor reading habits.
1.2 Statement of the Problem
There is no actual empirical research that demonstrates the breadth and severity of reading activities, as well as their effects on Nigerian university students. Reading has been consigned to the background at our universities, according to studies. The degree to which pupils from the three main tribes have a negative attitude toward reading has yet to be discovered. In other words, the degree of the prevalent negative attitude toward reading among kids has yet to be determined. Exam mark or result has been recognised as the reason why most students acquire a reading attitude; yet, various circumstances mitigate against some students, including but not limited to, family background, financial capabilities, laziness in reading, cheating during examinations, and so on. This research was driven by the lack of solid empirical studies in Nigeria that showed reading frequency profiles of one major tribe in comparison to the others. As a result, the purpose of this research is to determine the role of test marks in molding students’ reading attitudes at Nigerian tertiary institutions.
1.3 Research Objectives
The main objective of this study is to assess the role of Examination grade in shaping the reading culture of students in Tertiary institutions in Nigeria.
The specific objectives of this study are:
i.         To examine the different factors for reading that motivates students to engage or not to engage in reading.
ii.       To evaluate the influence of examination mark on reading attitude of students.
iii.     To ascertain the different challenges of student towards in other to get a good examination mark.
iv.     To identify if University libraries are accessible to students in other to develop reading attitude.
