Background Of The Study
Reading teaching is critical to achieving academic objectives. On a broader scale, language is inherently a complex system of learning and relearning that expands the communication field (Ogbuehi, 2002). It transcends linguistics to include almost all cognitive skill possessed by man, who is the solitary possessor of it (Mgbodile, 2012). Its learning requires four skills: hearing, speaking, reading, and writing. Additionally, reading skills are learned via practice, which is pretty hilarious. However, when a kid has a bad reading habit, teachers prefer to concentrate on the subject and require the child to repeat portions numerous times, resulting in the child memorizing the chapter (Charles, 2011).
The preceding demonstrates a deficiency in the components that contribute to reading learning, particularly reading in a language that is not widely spoken. According to Ravenette (2006), in order to properly understand reading teaching, particularly at the level of mass education, which already faces the problem of mass illiteracy, one must consider all the factors that influence reading learning; factors that determine dexterity in it or a lack thereof, and the rate at which one acquires this skill (Holke, 2013). These elements may be social, religious, or political in nature, but they can always be distilled into two categories, namely, home and school factors. A full knowledge of these two sources will influence how reading is taught in schools, especially in secondary schools.
Statement Of The Problem
Teachers often express frustration with their students’ learning pace, particularly at the secondary school level, where the entire curriculum is constructed with the premise that students can already read (Joan, 2013). And even in classes meant to supplement the work put into teaching reading at the junior secondary school level, emphasis is placed on the reading materials, but the students do not learn the skill (Smith, 2011). This indicates that the offered exercise has a slew of variables. The analysis of these elements prompted the current research effort, which categorizes them as home and school-related factors.
Objectives Of The Study
The primary aim of this study is to evaluate the factors influencing the effective teaching and learning of reading in junior secondary schools. Hence, the study will be channeled to the following specific objectives;
1. Determine whether students attitude towards reading contribute to the level of poor reading habit in junior secondary schools.
2. Identify the school related factors which contribute the poor reading skill of students in junior secondary schools.
3. Determine whether the identified factors impedes effective teaching and learning of reading junior secondary schools.
The study will be guided by the questions below;
1. Does students attitude towards reading contribute to the level of poor reading habit in junior secondary schools?
2. What are the school related factors which contribute the poor reading skill of students in junior secondary schools?
3. Does the identified factors impedes effective teaching and learning of reading junior secondary schools?
Significance Of The Study
This research throws great light on the guidance and counselling problem of child learning which often makes them turn recalcitrant whenever they seen unable to learn and the pressure from the teacher who is often feeling frustrated at the students inability to properly acquire this language skill. Which the manner in which this investigation is conducted, parents and teachers will be able to comfortably come together to eliminate the various factors on either environments in order to ease learning of reading.
The study significantly throws light on curriculum formulation so that post primary school education board can study the research and review the present curriculum on reading and the nature of materials to be prescribed for their level.
Scope Of The Study
This study is structured to generally evaluate the factors influencing the effective teaching and learning of reading in junior secondary schools. However, the study will further determine whether students attitude towards reading contribute to the level of poor reading habit in junior secondary schools, identify the school related factors which contribute the poor reading skill of students in junior secondary schools, and determine whether the identified factors impedes effective teaching and learning of reading junior secondary schools. Thus, this study will be carried out in three(3) selected junior secondary schools in Mbaise, Imo State.
Limitations Of The Study
In the course of carrying out this study, the researcher experienced some constraints, which included time constraints, financial constraints, language barriers, and the attitude of the respondents.
In addition, there was the element of researcher bias. Here, the researcher possessed some biases that may have been reflected in the way the data was collected, the type of people interviewed or sampled, and how the data gathered was interpreted thereafter. The potential for all this to influence the findings and conclusions could not be downplayed.
More so, the findings of this study are limited to the sample population in the study area, hence they may not be suitable for use in comparison to other schools, local governments, states, and other countries in the world.
Definition Of The Study
Teaching: This is the concerted sharing of knowledge and experience, which is usually organized within a discipline and, more generally, the provision of stimulus to the psychological and intellectual growth of a person by another person or artifact.
Learning: This is the acquisition of knowledge or skills through study, experience, or being taught.
Reading: This is the process of looking at a series of written symbols and getting meaning from them.