AN EVALUATION OF THE FACTORS INFLUENCING THE EFFECTIVE TEACHING AND LEARNING OF READING IN JUNIOR SECONDARY SCHOOL
CHAPTER ONE
INTRODUCTION
1.1 Background Of The Study
Teaching reading is essential for achieving academic goals. Language, as a whole, is a complex system of learning and relearning that broadens the field of communication (Ogbuehi, 2002). It goes beyond linguistics to encompass nearly every cognitive ability that man alone possesses (Mgbodile, 2012). It requires four abilities to learn: writing, reading, speaking, and hearing Additionally, practice teaches reading skills, which is pretty funny. However, when a child has a bad reading habit, teachers prefer to concentrate on the subject and force the child to repeatedly repeat portions, resulting in the chapter being memorized (Charles, 2011).
The preceding demonstrates a lack of the elements that aid in reading acquisition, especially when reading in a language that is not widely spoken. According to Ravenette (2006), it is necessary to take into account all of the factors that influence reading learning in order to fully comprehend reading instruction, particularly at the level of mass education, which is already dealing with the issue of widespread illiteracy; factors that determine whether or not a person has dexterity in it, as well as the rate at which they learn this skill (Holke, 2013). These factors can always be broken down into two categories, home and school factors, regardless of whether they are social, religious, or political in nature. Reading instruction in schools, particularly secondary schools, will be influenced by having a thorough understanding of these two sources.
1.2 Statement of the Issue Teachers frequently express dissatisfaction with their students’ learning pace, particularly in secondary education, where the entire curriculum is designed on the assumption that students are already proficient readers (Joan, 2013). Additionally, despite the fact that reading materials are emphasized in classes designed to supplement reading instruction at the junior secondary level, students do not acquire the skill (Smith, 2011). This indicates that there are numerous variables in the provided exercise. The current study, which classifies these elements as factors related to home and school, was prompted by their analysis.
1.3 The Study’s Objectives The primary objective of this research is to assess the factors that influence the efficient teaching and learning of reading in junior secondary schools. As a result, the study will focus on the following specific goals:
1. Find out if students’ attitudes toward reading contribute to the low reading habits that are prevalent in junior high schools.
2. Determine the school-related factors that contribute to junior secondary school students’ low reading proficiency.
3. Check to see if the identified factors prevent junior secondary schools from teaching and learning reading effectively.
1.4 The Issue at Hand:
The following questions will serve as the study’s compass:
1. Is it possible that students’ attitudes toward reading contribute to the low reading habits found in junior high schools?
2. What school-related factors contribute to junior secondary school students’ low reading proficiency?
3. Is it true that the identified factors hinder reading instruction in junior secondary schools?
1.5 Importance of the Study This study sheds light on the problem of child learning guidance and counseling, which frequently causes children to become recalcitrant whenever they are perceived as unable to learn, as well as the pressure from teachers, who frequently experience frustration at the students’ inability to properly acquire this language skill. Parents and teachers will be able to comfortably collaborate to eliminate the various factors in both environments in order to facilitate reading learning, regardless of how this investigation is carried out.
The study significantly sheds light on the creation of curriculum so that the post-primary education board can examine the research and examine the current reading curriculum as well as the kind of materials that should be prescribed for their level.
1.6 The Purpose of the Study The purpose of this study is to generally assess the factors that influence the successful teaching and learning of reading in junior secondary schools. However, the study will also look into whether or not students’ attitudes toward reading are a factor in their low reading habits in junior secondary schools, what school-related factors contribute to their low reading skills, and whether or not these factors hinder the effective teaching and learning of reading in junior secondary schools. As a result, the three (3) selected junior secondary schools in Mbaise, Imo State, will be the locations of this study.
1.7. Limitations of the Study During the course of this research, the researcher encountered a number of obstacles, including time constraints, financial constraints, language barriers, and respondents’ attitudes.
There was also the issue of researcher bias. In this instance, the researcher had some biases that may have been reflected in the manner in which the data were gathered, the kind of people who were interviewed or sampled, and the way the data were interpreted afterward. It could not be overstated how all of this could affect the results and conclusions.
In addition, the study’s findings may not be applicable to other schools, local governments, states, or nations because they are limited to the sample population in the study area.
1.8 The Study’s Teaching Purpose: This refers to the coordinated dissemination of knowledge and experience, typically organized within a discipline, as well as, more broadly, the supply of stimulus to a person’s psychological and intellectual development by another individual or artifact.
Learning: This refers to the process of gaining knowledge or skills through instruction, experience, or study.
Reading: This is the process of deciphering the meanings contained in a series of written symbols.
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