THE IMPACT OF RURAL-URBAN SCHOOL LOCATION ON STUDENTS’ READING HABIT IN SELECTED LOCAL GOVERNMENT AREAS OF OGUN STATE OF NIGERIA

Abstract

Poor academic performance remains ones of the persistent challenges, confronting the education sector, and it been widely attributed to students’ poor reading habits, particularly at the secondary school level. Although numerous studies have examined reading practices, few have focused specifically on reading habits, and even fewer have compared the relationship between reading habits and the conduciveness of reading environment in rural and urban schools. This study, therefore, examined the differences between rural and urban secondary school students in terms of their reading habits and conduciveness of their school environments to reading. Grounded in the Reading Engagement Theory – which posits that emotional connectivity influences reading behaviour – the study employed a descriptive survey design. Two sets of questionnaires were administered: one to students and another to teachers, responsible for teaching reading. Data were analysed using descriptive statistics (tables and percentages) and an independent samples t-test at 0.05 level of significance. Findings indicated no significant difference in the reading habits of reading habits of rural and urban students. The study concluded that poor reading habits among secondary school students are not necessarily determined by school location. Moreover, students across both settings are similarly affected by environmental distractions that hinder effective reading.