1

CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

Reading is one of the most fundamental life skills that supports lifelong learning and overall

development. Encouraging reading habits among students has far-reaching benefits for their

academic performance and future success. While the internet and digital technologies present

new opportunities for accessing information, the importance of promoting a reading culture

cannot be overemphasized. School libraries play a pivotal role in inspiring a love for reading

in students, especially during the critical senior secondary education years. Reading is an

indispensable tool in learning that forms an integral part of any learning situation, and the

bedrock of education as ascertain by Ramatu, Marjanatu, Dogara, & Babangida (2015). The

quality of every society is largely predicated on the quality of its educational system. In the

light of the apparent constraints on educational resources their efficient utilization for

maximum result need not be overemphasized (Oyedapo, 2018).

To thrive in this modern era, one needs a variety of information, no matter how well versed

one is in a field or profession. Rapid changes in every field have made information a key

resource for survival in this world. Every moment of lives depends on information, without

which, it would be difficult to exist in the present information-oriented society (Umahi,

2015). Many people believe that reading is not a passive activity; rather it is a cognitive,

interactive and psycholinguistic process as posited by Otike (2017). It is important in the all-

around development of man and his society and acts as a fundamental building block in

learning. Reading is an important habit that helps learners in the mastery of language and also

enhances their performance in all subjects in the school curriculum. It is important in the
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general development of man and his society and acts as a fundamental building block in

learning (Igwe, 2015).

According to Karanga (2018), when an individual's pattern of reading is of low quality, he is

said to possess a poor reading culture. The value of reading culture to students is enormous; it

includes a profound, precise, clear and complete understanding and appropriation of the

content of the text. Arumobi and Ukwoma (2016) noted that reading should be in agreement

with the interests and capabilities of the reader. To sustain students for good reading culture,

it is required that students have access to books and other related materials. According to

Elaturoti (2015), students can achieve their potential in life if they have developed an interest

in the use of their school or class libraries. This is because reading helps to increase an

individual's sense of freedom helps to develop the mind, intellect and personality of human

beings. Reading culture plays a very crucial role in enabling a person to achieve personal

efficiency. Reading culture defines a consistent commitment in the act of reading incessantly.

It encompasses the gaining of positive attitude among students and this is vital to students'

academic achievement and overall development as well.

Ilogho (2015) describes reading culture as a scholarly practice for pursuing knowledge,

information and/or entertainment via written words. Owusu-Acheaw and Larson (2016)

define reading habits as a well-planned and deliberate pattern of study which has attained a

form of consistency on the part of students toward understanding academic subjects and

passing examinations. Reading culture is the process of building up a positive reading

attitude. This is when reading becomes a part of the individual's life and not only certain

aspects, such as school or work. When an individual habitually and regularly reads books and

other information materials that are not necessarily required for him to advance in his
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profession or career, he is said to have a reading culture. As students learn to enjoy reading,

learning becomes relevant and, in that way, their reading culture is improved.

The library is the life wire, nerve centre and heart of the academic community for it is the

pivot to which all academic activities revolve. From time immemorial, libraries and librarians

have played important roles in providing access to information, organizing it and assisting

users in finding the information they need (Abdulsalami, Okezie & Agbo, 2018). According

to Ordi (2016), the school library is an organized collection of print and non-print material in

a school for the use of pupils and teachers but mainly for the pupils, it is also defined by

Abdulwahab (2015) as that part of a school saddled with the responsibility of gathering

information and transferring it in to knowledge. The availability and use of contemporary,

well-equipped school libraries are critical to students' academic performance in secondary

schools. The reasons are not implausible. Regardless of the socioeconomic or educational

levels of the adults in the community, a great library that is sufficiently staffed, resourced,

and funded can lead to higher student performance (Ogundele & Moronfoye, 2015).

In a similar vein, Ogundele, and Moronfoye (2015) argue that school libraries can improve

students' self-esteem, confidence, independence, and sense of responsibility for their learning.

The role of the school library is critical to learning because it provides the foundation for

learning, provides information that can improve people's lives, encourages students to study,

learn, and achieve better results, and provides confidence to look for information on their

own at various levels. School libraries improve students' understanding and performance

while also supporting teaching and learning throughout the school. The school libraries are

expected to help in promoting reading culture among Nigerian student. The school library

and school administrators can use various strategies to promote reading culture, as stated by

Gbadamosi (2018), reading requires books, it goes to mean that good reading habit promotes
 4

effective use of library book resource and in return, effective use of library book resource has

the advantage of promoting good reading habits.

The promotion of a reading culture among senior secondary students is crucial for their

academic and personal development. Reading not only enhances language skills but also

fosters critical thinking, knowledge acquisition, and creativity. School libraries play a vital

role in cultivating a reading culture by providing students with access to a wide range of

books and resources (Mardis, 2017; Kachel, 2018). However, there is a need to explore the

impact of school libraries on promoting reading culture specifically among senior secondary

students. In light of the foregoing, the purpose of this study is to assess the impact of use of

school libraries in promoting reading culture among senior secondary students in Jalingo

Metropolis.

1.2 Statement of the Problem

Reading is not just for school; it is for life and thus, adds quality to life. It is imperative for

students to have a good reading habit and culture. “If you want to hide something from an

African, hide it in a book” the popular saying goes, this is reflective of the poor reading

culture of Africans especially Nigerians in particular. Hence, this study looks forward to

examine the role of libraries in remedying this poor habit that has eaten into our system as a

nation and individuals. By and large, the importance of reading cannot be overemphasized

because no learning activity or situation can take place without reading. But one of the major

problems facing the educational system in Nigeria is the abysmal failure of students in public

examinations especially at the senior secondary level of education (Ogundele, Olanipekun, &

Aina, 2015). This abysmal failure can be conceived to be linked to the absence of reading

habit among students or nonchalant attitude to reading compared to the use of internet.

Although there are many reasons why people read, but observations and researches have
 5

shown that there is a low reading habit among students in recent times especially in

developing countries because reading is not considered as a relevant leisure activity as it does

not form part of children’s social interaction like watching television (Aina, 2015 &

Gbadamosi, 2018). In recent years, there has been growing concern about the declining

reading habits among students, particularly at the senior secondary level. Factors such as

technological distractions, busy schedules, and a lack of reading motivation have contributed

to this decline (Lance & Hofschire, 2015; Clark & Rumbold, 2016). Consequently, there is a

need to investigate how school libraries can effectively promote a reading culture and

encourage students to engage with books.

1.3 Purpose of the Study

The general purpose of this study is to examine the impact of use of school libraries in

promoting reading culture among secondary school students in Jalingo metropolis.

Specifically, the study intends;

i. To assess the availability and accessibility of reading materials in school secondary

school libraries in Jalingo metropolis

ii. To investigate the relevance of resources/materials available in the school library to

secondary school students in Jalingo metropolis.

iii. To investigate factors that hinder the use of the library to develop reading culture

among secondary school students in Jalingo metropolis.

iv. To find out the solutions to those challenges affecting use of the library to develop

reading culture among secondary school students in Jalingo metropolis.

1.4 Research Questions

The following research questions were raised for this study:

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i. How available and accessible are reading materials in school secondary school

libraries in Jalingo metropolis

ii. How relevant are the resources/materials available in the school library to

secondary school students in Jalingo metropolis.

iii. What are the factors that hinder the use of the library to develop reading culture

among secondary school students in Jalingo metropolis.

iv. What are the solutions to those challenges affecting use of the library to develop

reading culture among secondary school students in Jalingo metropolis.

1.5 Research Hypotheses

The following hypotheses are formulated to aid the study;

Ho1: There are no available and accessible reading materials in school secondary school

libraries in Jalingo metropolis.

Ho2: Resources/materials available in school library are not relevant to students in

secondary school in Jalingo metropolis

Ho3: There are no factors that hinder the use of the library to develop reading culture

among secondary school students in Jalingo metropolis

Ho4: There are no solutions to the challenges affecting use of the library to develop reading

culture among secondary school students in Jalingo metropolis

1.6 Significance of the Study

This research is significant for several reasons. Firstly, educate students about the importance

of school libraries in improving academic performance and achieving high academic success

in their educational careers. This is because, if students generally imbibe the culture of

reading and make use of the library facilities in school, their academic achievement would

improve and the seemingly low academic standards in the school system would be remedied.

Secondly, the findings of this study can be used to inform educational policymakers, school
 7

administrators, and librarians on effective strategies to enhance students' reading habits.

Additionally, the study can provide insights and recommendations for the development and

improvement of school library programs. The school management will be aware of those

factors affecting the provision of adequate library facilities in secondary schools within the

Jalingo metropolis. It will also make known measures to be put in place to surmount these

challenges by school management and government to a large extent. Lastly, this study will

contribute to the existing body of knowledge by examining the impact of school libraries on

promoting a reading culture specifically among senior secondary student, serving as a source

of information for students and researchers who may be likely to carry out studies on related

topics.

1.7 Scope of the Study

The scope of this study covers examining the impact of use of school libraries in promoting

reading culture among secondary school students in Jalingo metropolis.

1.8 Operation Definition of Terms

Library: A building or room containing collections of books, periodicals, and sometimes

films and recorded music for use or borrowing by the public or the members of an institution.

School Library: A school library is a library within a school where students, staff, and often,

parents of a public or private school have access to a variety of resources.

Promoting: To help or encourage to exist or flourish; further: to promote world peace. To

advance in rank, dignity, position, etc. (opposed to demote).

Reading Culture: The acquisition of reading skills has a beneficial effect on all school

subjects, including social studies, science, mathematics, and so on.

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Secondary School: A secondary school is both an organization that provides secondary

education and the building where this takes place.

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CHAPTER TWO

REVIEW OF RELATED LITERATURE

Introduction

This chapter focused on the review of literature related to the study. It is divided into the

following sub-headings; theoretical Framework, conceptual framework, review of relevant

empirical studies, socio-demographic factors influencing the study area and summary of the

reviewed literature.

2.1 Historical Perspective

The establishment and utilization of school libraries have played a crucial role in promoting a

reading culture among secondary school students throughout history. As education systems

evolved and recognized the importance of fostering literacy skills, school libraries emerged

as essential components in nurturing a love for reading and providing access to a wide range

of resources (Lance & Kachel, 2015).

In earlier times, school libraries were primarily focused on providing textbooks and reference

materials to support students' academic pursuits (Lance et al., 2015). However, as educational

philosophies advanced, the role of school libraries expanded to encompass a broader vision of

promoting reading for pleasure and personal growth. In the past, access to books was often

limited, with students relying on school libraries as valuable resources for engaging with

literature beyond their textbooks. School libraries became spaces where students could

explore diverse genres, discover new authors, and develop their literary tastes. This exposure

to various forms of literature broadened their horizons and cultivated a lifelong passion for

reading.
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Over time, school libraries have adapted to technological advancements, transitioning from

traditional print collections to incorporating digital resources. This shift has allowed for

greater accessibility to a wider array of reading materials, including e-books, online

databases, and multimedia resources. The integration of technology has not only enhanced

the availability of reading materials but has also provided opportunities for interactive

learning experiences and the development of digital literacy skills.

Furthermore, school libraries have played a pivotal role in supporting literacy initiatives and

reading programs. Librarians and educators collaborate to design reading challenges, book

clubs, and author visits, fostering a sense of community and excitement around reading. By

creating engaging and immersive reading environments, school libraries have encouraged

students to view reading as a pleasurable and enriching activity rather than a chore.

Historically, studies have consistently indicated a positive correlation between the presence

of well-equipped school libraries and students' reading habits and academic achievement

(Lance et al., 2015). Access to a wide range of reading materials, coupled with

knowledgeable librarians who can guide students in their reading choices, has proven to be

instrumental in developing critical thinking skills, expanding vocabulary, and improving

reading comprehension.

In recent years, the concept of the school library has evolved further, encompassing not only

physical spaces but also virtual platforms and digital resources (Kachel, 2015). Online library

systems and digital literacy programs have extended the reach of school libraries beyond the

school premises, enabling students to access reading materials and educational resources

remotely. The historical perspective on the impact of school libraries in promoting a reading

culture among secondary school students demonstrates the transformative role these

institutions have played. From serving as repositories of knowledge to becoming dynamic

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spaces that foster a love for reading, school libraries have continually adapted to meet the

changing needs of students. By providing access to diverse reading materials, organizing

engaging activities, and embracing technology, school libraries have nurtured a reading

culture, empowering students with lifelong learning skills and a passion for literature.

2.3 Conceptual Framework

2.2.1 Concept of School Library

School libraries are majorly attached to secondary and primary schools to support learning

and reading activities of the students. According to Lulu-Polcubo and Alcanwa (2017), one of

the activities of school libraries is to ensure a good reading habit as part of the students

learning stride by promoting the developmental skills for reading as well as long term habit

for learning. Furthermore, the library ensures that the atmosphere for individual self-

educational development is created. This encompasses the availability of information

resources both in print and non-print form to encourage usability thereby promoting reading

culture. This implies that, school libraries are to be well equipped with modern educational

facilities to aid usage by promoting reading. Danladi and Solco (2018) stated that modern

education is based on resources such as textbooks, books, journals, past examination papers,

reference books, monographs, novels as well as introduction of school media center which

are meant for teaching and learning and also support the curriculum of the school. Therefore,

it is the availability of information resources in the library that will bring about

accomplishment of library aims and developing students with specification on the

introduction of school media center. Following the study of Lulu-Pokubo and Akanwa

(2017), the school media center and the library should be manned by resource persons and

also to ensure the provision of information resources and services outside school hours which

will then help to curb the restriction of school library services during school hours only, and
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specifically as part of the school regulation. Moruf (2015) also stated that it is an expectation

of a good library to provide information resources which cut across books, films, recorded

sound, periodicals and digital media on which both teachers and students may freely use for

several purposes like referencing, studying and re-creative reading. It is to this end, Ternenge

and Agipu (2019) discussed some of the resources that could be made available in school

libraries to include fictional materials (novels, science fiction and the story books.), graphics

(art prints, pictures, photographs maps and charts.), reference materials (encyclopedia).

dictionaries, atlases, gazetteers, yearbooks, directories, almanacs bibliography and indexes),

microforms (micro board and microfiche), vertical file materials (newspapers, annual reports,

pictures, charts, post cards, photographic etc.), audio usual materials (audio: records, tapes

and cassettes and radio broadcast and visual: real objects, three dimensional displays, the

chalkboard, bulletin board, adhesives, graphs, charts, cartoons, posters pictures diagrams,

combination of audio visual: sound films and filmstrips, slide tape desks, television

programmes, video tapes and dramatization), textbook (Ternenge & Agipu, 2019). Lulu-

Pokubo and Akanwa also summarized that, libraries should be attractive to promote reading

culture else, it will repel students and lead to poor reading habit. Though, it has been revealed

that majority of libraries in Nigeria (70%), lacks library facilities. It was specified that library

resources like textbooks, dictionaries, encyclopedia, newspapers, and handbooks were

available while materials such as computers, audio, visual, audio-visuals and e-books were

not available in the selected secondary schools in Makurdi (Ternenge & Agipu, 2019). When

the required or needed information resources are not available, visits or usage of the library

may reduce.

Invariably, the extent to which students utilizes school library could be determined by the

regular usage of the information resources. Suffice to say that when the resources (both in

human and material form) are regularly utilised, the extent of usage could be termed high.
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The study of Lulu-Pokubo, and Akanwa (2017) on the extent to which students use the

library revealed that most students visit school library periodically. That is, students visit to

the library is occasional and not on a regular basis as presumed. Oyediran (2004); Ajanyi and

Akinnuyi (as cited in Ternenge & Agipu, 2019) observed that the extent to which secondary

school students use the library in Makurdi metropolis is low. This is an indication that there

are lapses on students visit to the library and if there are lapses, it may also affect the

frequency of reading/time spent on reading, otherwise known as reading culture.

The time spent in reading or how often an individual read to develop self could be regarded

as the frequency of reading or reading culture. According to Lulu-Pokubo and Akanwa

(2017), the number of time spent in reading by students, will inculcate in students reading

culture which will also bring about independent study and increase in excellence. Reading

culture is on a decline according to Danladi and Soko (2018), the use of smart phones have

reduced the time spent on reading. Students now prefer to spend hours to send text messages

and make video calls. Also, the youths derive joy spending time with their friends to gossip

or watch television than to read. The study of Danladi and Soko (2018) on time spent in

reading by Federal Government college of Jos indicated that 51.4% of the respondents spend

one to two hours daily to read which shows average in reading culture. According to Telia

and Akande (as cited in Danladi & Soko, 2018), a reading culture can be regarded as good

when about 65% to 70% of the respondents can read for two to three hours daily. In other

words, a good reading culture found amongst individuals could be associated with quality

time spent in reading. These individuals who are determined to acquire knowledge may

develop their reading habit from the frequent usage of the library.

According to Aina, Okusaga. Taiwo and Ogundipe (2011), students who read often in the

library will definitely be knowledgeable in all sphere of life thereby positively influencing

their reading culture to learn more and thus, find learning and discussions easier and
 14

interesting. In the same way, Danladi and Soko (2018) stated that when a positive and

constant reading habit is maintained by an individual in the library, it enables an independent

development in reading. Danladi and Soko further stated that reading habits could be

developed in an individual and with time it will grow into development of new skills as well

as improvement in knowledge. This is an indication that the consistent use of the library has

positive influence on the reading culture of individuals. Lulu-Pokubo and Akanwa (2017)

correlated reading in the library and reading culture and found that there is a positive low

influence on use of the library and reading culture with a coefficient of 0.143. In essence,

students who have developed reading culture through the use of the library will always form

the habit of constantly visiting the library.

Students do not utilize the library to a great extent in promoting reading culture as a result of

unavailable library resources and non-exposure of students by teachers to the use of library

materials for assignment and class work in the library. Restricted time on library usage which

is only within school hours and the reduced number of students that can accommodate the

library at a time also reduces the use of school libraries (Moruf, 2015). Other factors that can

hinder reading culture include video game, television, smart phones, chatting on internet,

listening to music; non provision for reading as a subject in the school curriculum; lack of

reading laboratories; lack of resources both human and materials to teach reading; lack of and

poorly funded libraries (outdated collections); lack of awareness on the need for good reading

culture (Ukoha (2015).

2.2.2 Access and Use of Library Services and Resources

A school library with its resources will only be useful if explored by the students it is meant

to serve. An effective educational system depends substantially on the accessibility and

utilization of library resources and services (Jamil, Tariq & Jamil, 2013). In this regard, a
 15

school library is providing information resources and services for learning and research. A

school library supports and encourages adopting new methods of learning, for instance,

collaborative studies, group projects, group study, inquiry-based learning, and teamwork

(Edward & Fisher, 2002). Many studies were carried out on the use of a school library. For

example, a study carried out by Agyekum and Filson (2012) on the use of library resources

by students in Ghanaian schools revealed that the majority of the students use library

resources and services to complement their class notes, do their assignments and help them in

the preparation for examinations.

In Nigeria, Moruf and Muhammed (2015), and Olajide and Ariwodola (2009) conducted

separate studies on the use of school libraries, and both revealed inadequate funds and

materials (that is, materials not in line with curriculum), exclusion of library hours from the

school timetable, lack of professional staff to manage the library as the major problems

hindering students from effective use of school library resources and services in the country.

Both their findings recommended programmes like seminars and on-the-job in-house training

that promote library use education for librarians; considerable provision of funding for

libraries, employment of qualified library personnel, formulation of school library standards

with provisions of adequate funds by all concerned stakeholders and encouraging the

orientation of teachers about the benefits of better information seeking behaviour with library

resources.

Omah and Urhiewhu (2016) conducted a study on a strategy for the effective use of school

library resources in Karim Lamido Local Government Area of Taraba State, Nigeria, and

revealed that textbooks were the major resource used to a high extent in secondary.
 16

Okiy (2010) and Iyoro (2004) stressed that the availability of resources encouraged the use of

library services. These authors further stated that there is a significant relationship between

accessibility and the use of library services.

According to Ugah (2008), the use of library services has a high degree of dependence on the

accessibility of information sources. With the right resources, school libraries can facilitate

cross-communication and enhance collaboration between students, teachers, administrators,

and families (Scholastic, 2016). When students are allowed to engage in independent self-

selected reading, the level of their literacy development increases (Krashen, Lee, &

McQuillan, 2010). Accessibility of library resources and services increases students’ library

use. Programmes such as library tours in school libraries enable students to get familiar with

the location of the resources needed as they complete their assignments in the school library

or outside the library.

2.2.3 Role of a School Librarian

A strong school library is staffed by the library team of a state-certified or licensed librarian

supported by clerical assistance; has up-to-date books, materials, equipment, and technology,

includes collaboration between classroom teachers and school librarians and supports the

development of digital literacy skills (Kachel, 2018). Scholastic's publication (2016) suggests

that having a qualified school librarian, a well-developed library collection, and collaboration

and co-teaching between the teacher librarian and teaching staff all elevate student learning.

The role of school librarians goes beyond the everyday ordinary library routine of stamping

books, charging and discharging books, they are saddled with the responsibility of

understanding and nurturing students and their reading, guiding them to navigate the maze of

books and impacting them with the core skills they need to improve the quality of their study.
 17

According to ASLA (Australian School Library Association, 2014), having qualifications in

both teaching and librarianship, teacher librarians are familiar with pedagogy and curriculum

and also have expertise in resource management, information literacy, and literature. In

addition to teaching students the essential twenty-first-century skills they need to succeed,

School Library Media Specialists also excite students about the process of learning and

stimulate their curiosity through research, technology, and information problem-solving

(Snyder, & Parker, 2019). A school librarian is professionally trained to support students’

reading activities and to guide them through the world of books until they come to the

understanding that reading is an important part of their lives and become lifelong readers

(American Library Association, 2015).

Oddone (2013) stressed that teacher librarians have been specifically trained to help and

teach teachers and students to locate the needed information materials from millions of titles

available in the library in various forms. This author also stressed that teacher librarians'

knowledge of literacy development, current releases, and popular culture offers them the

ability to suggest the right book that will entice the reluctant reader and to share the joy with

the compulsive bookworms when new titles by favorite authors are released. Trilling (2010)

emphasized that school librarians have deep expertise in digital literacy skills, have well-

developed institutional strategies based on thinking critically, communicating creatively in a

variety of media, and solving problems creatively, and are often role models for strong

leadership, initiative, and other career and life skills.

Todd and Kuhlthau (2005) found that an effective school library, led by a qualified school

librarian plays a critical role in facilitating student learning and knowledge building.

Furthermore, Hay (2005) using 5,733 students and 408 teachers in Australia conveyed a

strong and consistent message. These studies, in summary, proved school libraries beyond

reasonable doubt as powerful agents of learning, central to engaging students in information

 18

processes that enable the transformation of information into deep knowledge and

understanding and provide them with life skills to continue living, learning, and working in

an information and technology-intense world.

As if the reasons were not enough, Arua and Chinaka (2011) in their study using selected

secondary schools in Umuahia, Abia State found out that all the 350 respondents used the

school library for studying purposes. This is based on the effects of these libraries on the

academic development of the students. Furthermore, Fasola (2015) boldly asserts that library

services besides aiding the studies of student and assisting the teachers in their teaching and

periodical research, are mainly concerned with procreating an urge for reading amongst the

student. Consequently, libraries in secondary schools act as agents of lifelong learning

because they primarily stock materials that are of interest and developmental growth for

student, teenagers, and youths of this era. Anyaegbu, Aghauche, and Nnamdi (2016) in the

general role played by school libraries observed the following:

✓ Higher test or exam scores equating to academic attainment: This includes academic

attainment in the form of higher standardized test scores in reading, language arts,

history, and mathematics, and better grades in curriculum assignments or exams;

✓ Successful curriculum or learning outcomes, including information literacy: this

includes higher quality project work, the development and practice of information

literacy, increased knowledge and reading development; and

✓ Positive attitudes towards learning: including increased motivation, improved attitude

towards learning tasks, self-esteem, and wider reading for pleasure. (Anyaegbu,

Aghauche & Nnamdi, 2016).

Consequently, some libraries in secondary schools are suffering from what Uzuegbu and

Ibiyemi (2013); Benson, Okorafor, and Anyalebechi (2017) revealed a shortage of resources
 19

and facilities, absence of trained personnel, poor orientation about the library, inadequate

finance, lack of support from Library Associations such Nigerian Library Association (NLA),

lack of current and up-to-date information materials, non-proper organization of library

resources, lack of ICT facilities, non-inclusion of use of library in the school curriculum and

negative attitude of school principals. However, Lonsdale (2003) reports that a school library

with a strong library program, adequately staffed, resourced, and funded can lead to higher

student achievement regardless of the socioeconomic or educational levels of the parents of

these students. Also, a strong computer network connecting the library’s resources to the

classroom and laboratories has an impact on student achievement. It was further reported that

the quality of the collection has an impact on students’ learning (Lonsdale, 2003).

2.2.4 Concept of Reading

Reading is an indispensable learning skill which lays the foundation for independent studies

and prepares the child for higher educational opportunities. Reading is a number of

interactive processes between the reader and the text, in which readers use their knowledge to

build, to create, and to construct meaning (Ogbonna, 2016). Reading is one of the most useful

skills in learning language. It serves as a means by which the unbounded field of knowledge

lies open before us and we are able to know new facts and relationship. Mikulecky (2015)

states that reading is a complex conscious and unconscious mental process in which the

reader uses a variety of strategies to reconstruct the meaning that the author is assumed to

have intended, based on data from the text and from the reader’s prior knowledge. Reading is

a complex communicative process of receiving and interpreting the written words. It involves

recognizing what is written and comprehending the matter that, understands the main and

subsidiary points as well as links between different parts of the written material.
 20

According to Jegbefume (2015) while receiving and interpreting the written word, the reader

is concerned with four factors, i.e. decoding, comprehending, text analysis and response.

Decoding or interpreting in reading refers to the process of changing the coded message into

information. As it involves understanding the written language, it requires the ability to

recognize words accurately, and the manner in which words are used in varying contexts. A

written message can be decoded only if we know the language in which the message is

encoded. There is no denying fact that education is a lifelong process. The habits which are

cultivated during schooldays, reading is one of which, helps to mould the entire life of a

person.

According to Femi, (2015) gaining knowledge, recreation, self-education, gaining experience

are some of the benefits of reading. He also highlighted some other advantages of reading to

include improving concentration and focus, building self-esteem, improving memory,

learning ability to aid independently, improving creativity, giving you something to talk

about, reducing stress, and finally you will make more money in reading. Reading is a tool of

self-improvement leading to do-it-yourself techniques acquisition, equipping oneself with

skills for better job, reading for pleasure and relaxation, hence imbibing it (reading) as a habit

is a virtue that can never be overemphasized.

2.2.5 Reading Habits and Culture

It has often been said that reading is a habit, an acquired habit that can be developed and

sustained through the provision of the necessary infrastructure like a good functional library,

school, education system and parental support Iloeje, (2014). Developing reading habit

involves motivating students. Habit is a fundamental part of living (Ibrahim, 2014). It is that

activity which is done effortlessly. Habits are routine and repetitive behavior. They are not

instinctive like hunger or thirst. Therefore, good habit towards a task may lead students in the
 21

right direction, as the saying goes “habits die hard”. Therefore, to develop good reading

habits, students need to be exposed to reading strategies.

Promoting a reading habit has long been a major theme of various countries in the world yet

despite the all these efforts one common threat emerges: no country is satisfied with the

number of active readers among its population (Dike, 2017). It is felt in most countries that

the methods and teaching used to boost reading must be tried again and again in order to

bring people and books together in a lasting fruitful relationship. Ogwu (2015) argues that if

reading is left to continue unabated, the number of illiterates would tend to increase in future.

Promotion of a reading culture aims to publicize reading among members of the general

public. Reading habit or culture is an activity that is meant to popularize reading and make it

a lifelong hobby. The promotion of reading habits cannot take place in a vacuum. It has to be

initiated. Enabling a population to read requires a publishing industry, which must engage a

cadre of appropriate writers and produce their work in a pleasing form. A system of

distribution, which may include bookstores, libraries and newspaper deliveries are needed.

In the work of Nalusiba, (2015) educational programs that will teach the young sufficient

coding skills and knowledge about subject-matter to enable them learn through reading are

also required. It is very important to recognize that, parents, teachers, and librarians have vital

roles to play among students to enable them to embark on voracious reading and developing

good reading habits. School libraries should also organize programmes, book clubs,

exhibitions, story books, pictures, computers storytelling and so forth and use them to

inculcate reading culture or habit to students.

2.2.6 Need for Effective Reading Habits and Culture

Reading is a term that is often simply referred to as communication between the mind and

printed materials, which involves getting the meaning, message and thought. It enriches the
 22

readers’ imagination and stimulates their intellective growth faster (Ibrahim, 2014). Reading

can best be explained as a learned practice of seeking knowledge, information or

entertainment through the written word. Such practice can be acquired by reading books,

journals, magazines and electronic information resources. Hence, reading habit is identified

as the simple most important mediators of students’ achievement in education and lifelong

endeavour. Reading becomes a habit when a student has developed in him/her that zeal for

making reading a continuous process and a life-long activity. Akande and Oyedapo (2018)

opined that developing good reading habits would improve the students’ comprehension

skills, vocabulary, pronunciation, speed, knowledge, and lifelong learning. Indeed good

reading habits promote ‘self-education’ which helps in the modification of personality.

According to Ogwu (2015) reading trains our mind and broadens our outlook. If one has

developed a taste for reading in school days, he will realize that nothing but reading is the

best utilization of his hours of leisure. Reading is very important skill that the students must

be mastered, because the reading cannot be separated in the process of teaching and learning.

Reading is the most important activity in any class, not only as a source of information, but

also as a means of consolidating and extending one’s idea and knowledge of language

(Owolabi, 2017). The importance of acquiring reading skills for individual's success in life

cannot be overemphasized. It is a well-known fact that when there were no televisions,

handsets and computers, people spent hours reading books and traveled to lands far away in

their minds. The problem is that with time, people have lost their passion to read because

there are several other exciting options available, aside from books these days. This is a

shameful because reading offers a productive approach to improving vocabulary and word

power.
 23

The acquisition of reading skills according to Babarinde, (2017) does not only affect or

improve confidence in language arts, but also in all life endeavor and ramifications. Poor

reading skill can make a child develop poor attitude to school and it can create self-esteem

problems later in life (Fosudo, 2015). The impact of reading culture to the individual and

society cannot be overstressed. At the individual level, (Kaur & Jawald, 2018) listed the

following as benefits:

 Reading is an active mental process - unlike TV; books make one to use his brain. By

reading, one thinks more and becomes smarter.

 It is a fundamental skill builder - Every good course on the planet has a matching

book to go with it.

 Improves vocabulary - while reading books, especially challenging ones, it exposes

one to many new words that wouldn’t be otherwise.

 Gives a glimpse into other cultures and places - Books can expand one’s horizons by

letting him to see what other cities and countries have to offer before visiting them. It

requires a person to focus on what he is reading for long periods.

 Builds self-esteem - it helps an individual to become better informed and more of an

expert on the topic read. This expertise translates into higher self-esteem.

 Improves memory - Reading although not a game, helps to stretch memory muscles in

a similar way. Reading requires details, facts and figures.

2.2.7 Factors Inhibiting Reading Habits and Culture

Many factors are responsible for the decline in reading habit or culture in our society.

According to the World Book Encyclopedia (2022), some of these factors include

unfamiliarity with reading on the part of many children, inadequate development of reading

skills amongst children, lack of continuity with reading programmes on the part of the
 24

teachers, and language interference, amongst others. In a work carried out by Hassen (2016)

on the Reading Habits of Secondary School Teachers he outlined various factors hindering

the development of good reading habits among students in Nigeria. These include:

Nonfunctional school libraries in schools, large percentage of obsolete information materials

among the library stock, inexperienced professional librarians, no conducive environment for

reading, poor funding from government to procure information materials that will cover both

intensive and extensive reading, non-existence of public libraries, high poverty rate, illiteracy

among others.

Also, Redford (2016) highlighted inhibiting factors viz: the family background of students

where few homes are conducive to reading owing to noise and lack of reading materials and

the failure to provide library periods in schools; language teachers; shortage of equipment

and resources for teaching reading skills; and a heavy reliance on school texts. Taking

cognizance of all the aforementioned inhibiting factors, all educational stakeholders should

be involved in developing and sustaining the reading habits of students. Arua and Nwaebiem

(2015) state that there is a high decline rate in the reading culture of Nigeria. He examined

reading culture among students in the tertiary institutions in Nigeria, and found that 60% of

students had prescribed textbooks only during examination; browsing and watching television

have taken most of the students’ time and very few students 21% buy novels to read for

knowledge and pleasure.

Ayanbimpe (2016) states that the reading habit in Nigeria has totally collapsed. One has to

learn to read in order to read to learn. She states further that with the introduction of

information and communication technologies, children are seen carrying their phones and

texting messages, listening to music, yahoo yahoo, etc. They neither study nor read and thus

are getting deformed. Their command of English language is poor, so also is their vocabulary

and diction. All these are because they do not read anymore; hence all hands must be on deck
 25

both parents, teachers, government and non- governmental organizations to imbibe, inculcate

and harness reading habits among our students.

2.2.8 Strategies for Promoting Reading Culture by School Libraries

It is pertinent to suggest strategies that can be adopted to turn the country to a reading nation

and her citizens, to a reading people. Imbibing the culture of reading would assist in finding

solutions to some of her socio-economic and political problems (Anto, 2018). In order to

improve students’ academic achievement in Nigeria, the government and some Non-

Governmental Organizations (NGOs) should organize workshops, seminars and quiz

competitions with awards for the promotion of reading habit/culture in Nigeria. Also, the

Nigerian Library Association (NLA), in each Chapter, should be holding an interactive

session with selected schools regularly to improve and motivates students. Government

support to indigenous publishers and authors. The cost of producing books should be

subsidize by the government to make it accessible to the populace at a subsidize rate.

Many years ago, many Nigerian universities used to have printing presses for the production

of tertiary books. This has subsequently died down. Revitalizing such projects will go a long

way in producing tertiary books for higher institutions and subsequently improving reading

habits of students who are the future leaders of the country. Formulation of enabling policies

by government would enhance and encourage reading culture in our society. Parents and

teachers should set out time for watching TV, playing video games, chatting and browsing to

avoid distractions from reading. National and public libraries in Nigeria should embark on

aggressive readership promotion campaigns. Nigerian citizens should encourage everyone to

endeavor to read a book a day (Onuoha, 2015) highlighted the following strategies for

promoting the reading habits of students. The strategies include: book exhibition; book talk:

story-talk hour; creative activities or creative writing; book clubs; drama and mobile reading
 26

tents. He further suggested improved funding, establishment of libraries and associating

reading with pleasure.

Alawiye (2017) said introducing pleasure or fun to reading such as group reading, excursions

to libraries and book/fairs exhibitions, appropriate legislation and resuscitation of mobile

library services were some of the remedies to combat poor reading habits. However, there is

need to explicitly earmark each stakeholder’s responsibility. Therefore, in developing the

reading habits of students, there are major stakeholders in the society that should be actively

involved, such as parents, teachers, school librarians, school counselors and the students

themselves. Parents’ role in nurturing the reading habits of students cannot be over

emphasized because parents stand the best chance in nurturing a reading culture. Parents are

the first teachers of any student right from childhood; therefore, students should be

introduced into the act of reading at early age. The first characteristic of an early reading

environment is the availability of books and the regular modeling of reading.

Nalusiba (2015) emphasized that the best way of promoting reading is the use of informal

methods of reading rather than formal methods. Informal methods stimulate a desire in the

child to read before trying to teach him to read. He noted that this was done through

storytelling and reading by the teacher and by consulting books to find out things so that

children could associate books with pleasure and usefulness. Indeed, it was also indicated that

for students to be encouraged to read they should be allowed to choose the pictures in them,

to read for contests, to have a classroom library and to have an author read to them at school

(Ibrahim, 2014). Once students were exposed to different practices of reading and reading

materials, they were likely to broaden their imagination and engage in the practice of regular

reading. In other words, the provision of classroom libraries to the students exposes them to a

wide range of books, magazines and other print materials in a variety of genres and at various
 27

levels of difficulty (Dangani, 2015). Through such activities students were likely to become

more exposed and encouraged to develop a reading culture or habits.

2.2.9 School Library Role in Promoting Students’ Academic Performance

School library remains the powerhouse of educational institutions; any educational institution

without a library is as lifeless as a motor car without an engine and a body without a soul

(Daniel, 2016). The school library is a learning center. It is a place where students get access

to all kinds of reading materials, and cultural and knowledge-building activities. It is also a

place where students engage in deep thinking and lively learning discussions (Daniel, 2016).

In a school library, students are allowed to engage in innovative, curios, and problem-solving

activities. A school library is a place for social interactions (Daniel, 2016). Cross-age peer

tutoring, cooperative learning groups, and informal 'study groups' are the motivating and

supportive social situations within the school library to improve students’ academic skills.

Teachers and school librarians through collaborative efforts work out such social situations to

facilitate learning. In such situations, teacher-librarian collaboration is very important. The

school library provides the opportunity for teachers and school librarians to collaborate

(Loertscher, Koechlin, & Zwaan, 2018).

School librarian collaborates with the subject teacher to encourage students to visit the school

library to access other materials for further study and a better understanding of the topic

taught in the classroom (Loertscher, Koechlin, & Zwaan, 2018). An important aspect of the

school library is that it offers students an opportunity to make their choice of material which

increases students’ performance. Students, who are allowed to make their choice of materials

and participate in some activities, are highly motivated to take part in any academic activities.

School librarians have always used materials, methods, and instructions to make learning fun

in a way that engages students’ interest (Loertscher, Koechlin, & Zwaan, 2018).
 28

The school library provides students with the necessary learning support and teaches them the

essential skills they need to succeed academically. Through research, technology, and

information problem-solving, the school library excites students about the learning process

and stimulates their curiosity. Agyekummr and Filson (2015) have shown in their study that

most students in Ghana use library resources and services to supplement their class notes, and

assignments, and help them in examination preparation. Krasher (2015), who was cited by

Yusuf (2015) in his thesis stressed that the availability of a print-rich environment and digital

resources leads to more free voluntary reading that promotes students’ potential for

comprehensive knowledge, language ability, and grammatical and spelling competence.

2.3 Theoretical Framework

This section reviews the existing theories related to school facilities and the reading culture

among secondary school students. In this regard, the researcher adopted both constrictive

theory and self-regulated learning theory. The following subheadings explain the above

theories and demonstrate how those theories relate to the present study.

2.3.1 Constructivism

There are three foundational psychologists of constructivism. Jean Piaget (1896) falls into the

radical constructivism camp. Lev Vygotsky (1896), on the other hand, concentrates on the

social aspects of learning through experiences. John Dewey (1859) straddles the line between

the two perspectives and has many ideas that match with each side. The common ground that

united these psychologists under the umbrella of constructivism is that all three believed that

the learning theories (e.g behaviorism and humanism) at the time did not adequately represent

the actual learning process. In addition, their ideas were rooted in experiences in the

classroom instead of experiments in a lab (compared to behaviorism).

 29

Constructivism is a learning theory which holds that knowledge is best gained through a

process of reflection and active construction in the mind (Mascolo & Fischer, 2015). Thus,

knowledge is an intersubjective interpretation. The learner must consider the information

being taught and - based on past experiences, personal views, and cultural background -

construct an interpretation. Constructivism is split into two main camps: radical and social.

The first form radical (or cognitive) constructivism proposes that the process of constructing

knowledge is dependent on the individual's subjective interpretation of their active

experience. The second form social constructivism affirms that human development is

socially situated and that knowledge is constructed through interaction with others.

Constructivism as a paradigm or worldview posits that learning is an active, constructive

process. The learner is an information constructor. People actively construct or create their

subjective representations of objective reality. New information is linked to prior knowledge,

thus mental representations are subjective (Way, 2016).

A reaction to didactic approaches such as behaviorism and programmed instruction,

constructivism states that learning is an active, contextualized process of constructing

knowledge rather than acquiring it. Knowledge is constructed based on personal experiences

and hypotheses about the environment. Learners continuously test these hypotheses through

social negotiation. Each person has a different interpretation and construction of the

knowledge process. The learner is not a blank slate (tabula rasa) but brings past experiences

and cultural factors to a situation.

2.3.2 Self-regulated learning theory (SRLT)

Barry Zimmerman and Dale Schunk developed the theory of self-regulated learning (SRL) in

2001 and 2011. Zimmerman is a pioneer of the theory and has developed three different SRL

models. Zimmerman's 2002 SRL model involves three cyclical phases: forethought,
 30

performance, and reflection. The first phase, forethought, includes self-motivation and task-

analysis processes like goal setting and strategic planning. According to Zimmerman and

Schunk, self-regulated students are active in their own learning processes and in achieving

their own goals. They link motivation to self-regulation. SRL is a process of voluntary action

or inaction, which is an attempt to maintain one's goals and values in the face of temptation

or discomfort.

From this theory, the performance of students in secondary schools will depend on how their

educational conditions are settled (Lovett, Meyer, and Thille, 2018). This theory encouraged

auto follow-up and evaluation of students' learning conditions. The selection of this theory of

self-regulation was caused by its necessity and reliability in adopting appropriate mechanisms

to control themselves. In this respect, educators and secondary school managers must be able

to encourage student’s learning and self-regulated capabilities to improve their level of use of

libraries. Reading books is a self-regulation activity and indicates how students are guided to

obtain information and skills. Therefore, as well as the present study sought to determine

school library facilities that self-regulation is very important for the success and achievement

of expected academic outputs.

2.4 Empirical Studies

Studies have shown that there is a strong connection between the students' use of the school

library and their academic performance. Students who use the school library often perform

better in tests and examinations than students who fail to use the school library. For instance,

Wikipedia the free encyclopedia (2010) stated that researchers have demonstrated that school

libraries have a positive impact on students’ achievement.

International studies have unequivocally provided evidence to support the positive impact of

school libraries on learners’ performance. For instance, in more than 60 studies carried out in
 31

19 states in the USA and a Canadian province (Gretes, 2013), the major findings of these

studies are that students with access to well-supported school libraries with a full-time

certified librarian scored higher on reading assessments regardless of their socio-economic

status. All things being equal, in most of the international studies, researchers concluded that

students’ performance increases when a school library is stocked, staffed, and fully funded

(Friend & Cook, 2010; Snyder & Parker, 2019).

In Scotland, a study carried out by Williams, Wavell, & Morrison (2013) on the use of school

libraries in learning, revealed that school libraries influenced exam scores resulting in

academic attainment; effective curriculum implementation, or learning outcomes (academic

performance), including IL practice, good project work development, and positive attitudes

towards learning.

Yusuf (2014) investigated the impact of school library services and library utilization on

student performance in Eastern Hararghe, Ethiopia. The study determined that school library

utilization does impact students’ academic performance positively. He recommended

broadening the range of information sources and services provided in school libraries by

equipping them with enough current and relevant information sources and services in

addition to employing adequate qualified library staff.

Consequently, studies have been carried out on the use and significance of school libraries to

students in the form of utilization, materials available, and academic performance. A few of

those studies in Nigeria are discussed in this section.

The school library at Item Community High School of Abia State, Nigeria was examined for

its significance to the school by Uzuegbu and Ibiyemi (2013). The study found that the school

library had been shut down for one year due to the non-availability of qualified personnel.

The facility provision at the designated school library had 25 chairs and tables, 3 shelves, and
 32

10 windows. The inventory of the materials listed seven hundred and thirty-one textbooks,

four journals, twenty-seven pamphlets, and seven reference materials (encyclopedia, maps,

and atlas). The materials are not related to the school curriculum. There are 166 users of the

school library i.e., 149 students and 17 corp members. The need for a Teacher Librarian,

learning materials, and materials appropriate for the target audience are important extracts

from this study.

Akande and Bamise (2017) examined the role of the school library as a motivation for the

academic performance of secondary school students in Osun State. Students surveyed were

from two secondary schools selected from three local governments within a senatorial

district. The results indicated a reduction in library use compared to other states in Nigeria,

more boys use the library than girls, reading textbooks was the reason for using the library

and using the library as a private place to study. The library resources available are limited to

text. The study did not however link the use of the school library to the academic

performance of the students.

Twenty secondary schools were studied by Zaid (2004) in Lagos State of Nigeria. The study

reported the presence of a school library in all the secondary schools examined with cards or

book catalogue in use. The book collections available by the secondary schools were

classified as non-fiction, fiction, reference books, and periodicals. The non-fiction category

had a larger

In Nigeria, as in other countries around the world, the dissenting opinions that the education

standard has fallen have seriously brought about arguments about what could be responsible

for the decline (Owate & Iroha, 2013). Various factors responsible for this decline in

education standards have been debated by researchers and scholars. However, at the centre of

these arguments, school libraries have not been strongly recognized by researchers and
 33

scholars as one of the significant and viable educational vehicles for national development.

Based on the importance of the library as highlighted by the NNPE, good standard education

cannot be achieved in isolation from school libraries (NNPE, 2013).

2.5 Summary of the Reviewed Literature

The present chapter has attempted to make an extensive review of the existing literature

related to the impact of use of school library in promoting reading culture among senior

secondary school students. In this regard, the chapter has described the key concept in the

theoretical literature section, while the empirical literature reviews past studies according to

the objectives of the study. The review revealed that education and the library are

inseparable. Therefore, students and the library are inseparable. Many scholars have

expressed their views on this issue. Said, (2013), Onadiran, (2015), and Aguolu (2012) are of

the view that the library is the centre and image of the institution. It is a true representation of

the totality of that which the institution stands for and exists. In essence, the school library is

to support its’ secondary school academic programmes. This literature review has also shown

us that there is a relationship between school libraries and student academic achievement.

The literature review has shown us the importance of the school library to a student for

excellent academic performance. There has been no study to the best of the researcher’s

knowledge on the impact of use of school library in promoting reading culture among senior

secondary school in Jalingo. It is for this reason that the present study was undertaken to

examine the impact of use of school library in promoting reading culture among senior

secondary school in Jalingo Metropolis.

 34

CHAPTER THREE

RESEARCH METHODS

This chapter focused on the methodologies of the study. It is presented under the following

sub-headings: Research design, area of the study, the population of the study, sample and

sampling, instrumentation, validation of the instrument, reliability of the instrument,

administration, and method of data analysis.

3.2 Research Design

A descriptive survey research design was adopted for this study. This is because survey

research design is simple, cost and time-saving, it allows generalization to be made for the

entire population (Oyedum, Abedoh, Saka, & Alhassan, 2015).

Nworgu (2016) defines descriptive survey design as those studies that aim at collecting data

and systematically describing them, the features of a given population. A research design

according to Agbaje and Alarape (2016) is the total plan of a given study. It outlines how the

study was executed with the minimum complication. Its function is to provide for the

collection of relevant information with minimal expenditure of effort, time, and money. It

helps to ensure that research questions are answered easily and accurately and that research

objectives are met acceptably.

3.3 Area of Study

The study area of this research work is Jalingo Metropolis. Jalingo is a town that lies

approximately between longitudes 110 09’E to 110 30’E and latitude 080 47’N to 09001N. The

town lies in the northern part of Taraba State. It is bounded to the North by Lau and to the

east by Yorro Local Government Area (L.G.A), and to the south and west by Ardo–Kola
 35

L.G.A. The area is made up of both rural and urban dwellers with many schools such as

Nurseries, Primary, Junior Secondary Schools, and tertiary institutions. The major ethnic

groups found in Jalingo are Kona, Mumuye, Yandang, Fulani, Hausa, Wurkum, and Jenjo.

Other ethnic groups (predominantly migrant) found in the local government area include;

Tiv, Idoma, Etulo, Kanuri, Yoruba, Ibos, Binis, etc. The inhabitants of the study area are

mostly farmers, traders (both businessmen and women) as well as career civil servants with

Hausa, and English speakers as a common language of communication. The area is populated

with 23,356 people (Source: National Population Commission 2022 census projection).

3.4 Population of the Study

The population of the study comprises of 11,765 senior secondary school students in Jalingo

Local Government Area, Taraba State, Nigeria. There are thirty-four (34) government-owned

secondary schools in Jalingo with a population of 11,765 senior secondary school students

according to the Taraba State Post Primary Schools’ Management Board (2023). Population

of the study refers to the group of persons to be considered statistically. A population is a

complete set of individuals, objects, or measurements having some common observable

characteristic. According to Omari (2011), a research population is a total number of units

such as people, things, or elements that have one or more characteristics in common that are

of interest to the researcher. Population can be seen as the number of people who live in a

given place. The total number of persons inhabiting a given country, region, place, district, or

area is termed as population (Ross, 2011).

 36

3.5 Sample and Sampling

3.5.1 Sample Size

Kothari, (2004) defines a sample as a small group of respondents drawn from a population

about which a researcher is interested in getting the information to conclude. To arrive at the

sample size for the quantitative survey, Taro Yame’s formula (Yamane, 1967) was used. It

has been shown that this formula is suitable when a population is already known and it is

difficult to reach or distribute the questionnaires to the entire population (Ugwuanyi & Ibe,

2012). Thus, the total number of students was used to calculate the sample size using Taro

Yame’s formula as follows:

n = N

1 +N (e)2

n= Sample
size

N= total population of the study i.e.

11765

e = level of error i.e. 0.05

n= 11765

1 +11765 (0.05)2

n= 11765

1 +11765 (0.0025)

n = 11756

30.4

n = 387

Drawing from the above Taro Yamane’s sample size calculation, the sample size for this

study consisted of three hundred and eighty – seven (387) SS I - SS III students from three
 37

(3) secondary schools in Jalingo which were selected randomly namely; Federal Government

Girls College, Jalingo, Federal Government Technical College, Jalingo and Good Success

Academy, Mile Six, Jalingo.

3.5.2 Sampling Technique and Procedure

In this current study, the researcher used simple random sampling techniques. Yates, David,

and Daren (2008) see simple random sampling as a subset of individuals (a sample) chosen

from a larger set (a population). Each individual was chosen randomly and entirely by

chance, such that each individual had the same probability of being chosen at any stage

during the sampling process, and each subset of individuals had the same probability of being

chosen for the sample as any other subset of individuals. The essence of using simple random

sampling was to allow anyone in the population to be chosen or selected. In addition, the

sampled students did not have the same schedule of school opening hours, and other

activities, as such, using random sampling is appropriate to reach the desired students.

3.6 Instrument(s) for Data Collection

A close-ended self-structured questionnaire with the title “Use of School Libraries and

Promoting Reading Culture” (USLPRC) will be developed by the researcher to collect data.

This choice was made based on its simplicity, confidentiality, and flexibility for the

collection of a wide range of information from the respondents. Gatech (2010) affirmed that

the easiest way of sourcing information is through a questionnaire and coupled with the fact

that it is easy to administer confidentially, it ensures honest participation. Also, the

questionnaire is the most economical with a favourable cost-benefit advantage to the

researcher. It also gives privacy and confidence to the respondents and it is most familiar to

many people.
 38

The questionnaire for this study comprised of close-ended type of questions and it is sub-

divided into two (2) sections as follows:

Section A: Demographic data of the respondents

Section B: Questions based on the research questions and objectives.

The questionnaire employed the Likert 5-point scale and interval measurement scale response

of strongly agreed (SA), agree (A), disagree (D), strongly disagree (SD), and undecided (U).

Each response scale attracted: Strongly agree 5 points, agree 4 points, disagree 3 points,

strongly disagree 2 points, and undecided 1 point.

3.7 Validation of the Instrument(s)

Validity is the degree to which an instrument measures what it mends to measure. The

researcher shall rely on face and content validity. Issues relating to face validity and content

validity shall be thoroughly put into consideration during the construction of the instrument

to raise the response rate while the genuineness of data is not compromised. The instrument

was validated by experts in the field for face validity and content validity. Two of the experts

are from Library and Information Science department while one is from Measurement and

Evaluation department.

Face Validity: Face validity is a type of validity that refers to the extent to which a

measurement or assessment appears to measure what it is intended to measure on the surface

or at face value. It is a subjective assessment that is based on the judgment of experts or

individuals familiar with the construct being measured.

 39

"Face validity is the simplest form of validity and is not based on any statistical calculations

or theories. It is merely a subjective assessment of whether a measurement or assessment

looks like it is measuring what it is intended to measure." (Nevo, 2020).

Content Validity: Content validity is a type of validity that assesses the degree to which a

measurement or assessment covers the full range of the construct being measured. It

examines whether the items or questions in a measurement instrument are representative of

the entire content domain. Content validity is concerned with whether the items on a measure

adequately represent the full range of the construct being measured. It assesses whether the

items cover the important aspects or dimensions of the construct (Trochim & Donnelly,

2008).

3.8 Reliability of the Instruments.

Cronbach’s Alpha Coefficient test of reliability was employed in the research, which is a

method in measuring reliability construct where alpha coefficient values range between 0 and

1. The significant level the researcher took for this study was the coefficient of Cronbach’s

Alpha test must be within the range of 0.70 and above (Ayse, Ozlem, Zuhal, & Burcu, 2012).

Reliability refers to the consistency or stability of measurements or scores obtained from a

measurement instrument. It indicates the degree to which the instrument produces consistent

results when used repeatedly under similar conditions. Reliability is an essential aspect of

measurement quality. "The reliability of an instrument is the extent to which it produces

consistent results or scores across repeated administrations or observations" (DeVellis, 2016).

There are different types of reliability, including test-retest reliability, inter-rater reliability,

and internal consistency reliability. Test-retest reliability assesses the consistency of scores

obtained from the same individuals on the same measure administered at different points in
 40

time. Inter-rater reliability measures the agreement between different raters or observers

when using the same instrument. Internal consistency reliability examines the degree of

agreement among the items or questions within a measurement instrument. "Reliability is a

prerequisite for validity; a valid measure must be reliable, but a reliable measure is not

necessarily valid" (Trochim & Donnelly, 2008).

To determine the reliability of the instrument, a pilot test was administered to 25 respondents

(Students) drawn from Government Secondary School in Sunkani, Ardo-Kola L.G.A who

were not part of the population sampled in the study. The reliability estimate was obtained

after administering, collecting, and analyzing data using the statistical package for social

sciences (SPSS). After conducting the research, the reliability value of the scale was

calculated as 0.966 which is statistically accepted as considerably high. The result is shown in

Table 3.1.

Table 3.1 Reliability Statistics

Cronbach's Alpha N of Items

.966 28

3.9 Administration

The questionnaire will be personally administered by the researcher with the help of two

assistants who will be initially brief on the methodology of administering the questionnaire to

the respondents (students) in their classrooms, and school premises in the various schools.

This enabled the opportunity to clarify any area of ambiguity observed by the respondents

and also facilitate fast, easy retrieval and minimize chances of loss and damage. The

researcher in some waited for the respondents to fill out the questionnaire on the spot.
 41

3.10 Method of Data Analysis

Descriptive statistical analysis was used for data analysis. Glossary of Terms (2006) defined

descriptive statistical analysis as “numbers and tabulations used to summarize and present

quantitative information concisely”. Therefore, data collected from the respondents were

analyzed using frequency count, percentages, means, and tables; These statistical tools were

used because the sample was obtained from random sampling with a normal distribution to

determine whether there was a significant difference in the respondent’s opinions. The

generated data from the administered questionnaire was entered into the Statistical Package

for Social Sciences (SPSS version 22) and analyzed using frequency counts and simple

percentages, presented in tables.

 42

CHAPTER FOUR

DATA PRESENTATION, ANALYSIS AND INTERPRETATION

4.1 Introduction

This chapter presents the results of the analysis and the interpretation of data collected from

the respondents through the questionnaire, and based on the research objectives and research

questions.

4.2 Data Presentation, Analysis, and Interpretation

Table 4.1: Distribution of Respondents by Gender

Gender Respondents (Freq.) Percentage (%)

Male 202 52.6%
Female 182 47.4%
Total 384 100
Source: Field Survey, 2024.

Table 4.1 above shows that out of the 384 respondents, 202 were male while 182 were

female, which constituted 52.6% and 47.4% respectively. This shows that the data was

slightly biased in favour of males, which was coincidental due to the accidental or

convenience method used in the distribution of the questionnaire.

Table 4.2: Distribution of Respondents by Age

Age Group Respondents (Freq.) Percentage (%)

12-16 166 43.2%
17-21 186 47.6%
22-26 35 9.1%
27-31 - -
32 and above - -
Total 384 100 %
Source: Field Survey, 2024.

Table 4.2 shows that 166 (43.2%) respondents of the sample population were between the

ages limit of 12 – 16, 186 (47.6%) respondents were between the ages of 17 – 21, 35 (9.1%)
 43

respondents were between the ages of 22 – 26. From table 4.2, it infers that the highest

number of respondents were between the ages of 17 – 21.

Table 4.3: Class of Respondents

Class Respondents (Freq.) Percentage (%)

SS1 167 43.5%
SS2 117 30.5%
SS3 100 26%
Total 384 100 %
Source: Field Survey, 2024.

Table 4.3 shows the distribution of respondents by class. It indicates that out of 384

respondents, 167 (43.5%) are in the SS1 class 117 (30.5%) of the respondents are in the SS2

class and 100 (26%) of the respondents are in SS3. Table 4.3, infers that the highest number

of respondents were from SS1 class.

Table 4.4: School of Respondents

Class Respondents (Freq.) Percentage (%)

Federal Government Girls College, Jalingo 167 43.5%
Federal Government Technical College, Jalingo 90 23.4%
Good Success Academy, Mile Six, Jalingo 127 33.1%
Total 384 100 %
Source: Field Survey, 2024.

Table 4.4 shows the distribution of respondents by the school they attend. It indicates that out

of 384 respondents, 167 (43.5%) respondents are students of Federal Government Girls

College, Jalingo and 90 (23.4%) of the respondents are students of Federal Government

Technical College, Jalingo while 127 (33.1%) of the respondents are students of Good

Success Academy, Mile Six, Jalingo. Table 4.4 infers that the highest number of respondents

were from Federal Government Girls College, Jalingo followed by Good Success Academy,

Mile Six, Jalingo.

 44

4.2.1 Research Question 1: How available and accessible are reading materials in school

secondary school libraries in Jalingo metropolis?

Table 4.5: Availability and Accessibility of Reading Materials in Secondary School

Libraries in Jalingo metropolis
S/N Statements SA A SD D Total
1. The library in my secondary 121 151 62 50 384
school has a wide variety of (32%) (39%) (16%) (13%)
reading materials (100%)

2. The library in my secondary 101 123 70 90 384

school is well-stocked with up-to- (26%) (32%) (18%) (24%)
date books and resources. (100%)

3. The library in my secondary 113 104 94 73 384

school provides easy access to (29.4%) (27.1%) (24.5% (19%)
reading materials for students. ) (100%)

4. The library in my secondary 183 67 101 33 384

school has a comfortable and (47.5%) (17.4%) (26.3% (8.6%)
conducive environment for ) (100%)
reading and studying.
5. The library staff in my secondary 83 117 54 130 384
school are knowledgeable and (21.4%) (30.5%) (14.1% (33.9%)
helpful in assisting students with ) (100%)
their reading needs.

Source: Field Survey, 2024.

Table 4.5 above shows the responses of respondents on the availability and accessibility of

reading materials in secondary school libraries in Jalingo metropolis. On item 1, out of 384

respondents 121 (31.5%) strongly agreed that the library in their secondary school has a wide

variety of reading materials, 151 (39.3%) agreed, 62 (16.1%) disagreed, while 50 (13%)

strongly disagreed. On item 2, out of 384 respondents 101 (26.3%) strongly agreed that the

library in their secondary school is well-stocked with up-to-date books and resources, 123

(32%) agreed, 70 (18.2%) disagreed, while 90 (23.4%) strongly disagreed. On item 3, out of

384 respondents 113 (29.4%) strongly agreed that the library in their secondary school

provides easy access to reading materials for students, 104 (27.1%) agreed, 94 (24.5%)

disagreed, while 73 (19%) strongly disagreed. On item 4, out of 384 respondents 183 (47.5%)
 45

strongly agreed that the library in their secondary school has a comfortable and conducive

environment for reading and studying, 67 (17.4%) agreed, 101 (26.3%) disagreed, while 33

(8.6%) strongly disagreed. On item 5, out of 384 respondents, 83 (21.4%) strongly agreed

that the library staff in their secondary school are knowledgeable and helpful in assisting

students with their reading needs, 117 (30.5%) agreed 51 (14.1%) disagreed, while 130

(33.9%) strongly disagreed. Table 4.5, infers that the availability and accessibility of reading

materials in secondary school libraries in Jalingo metropolis is adequately good.

4.2.2 Research Question 2: How relevant are the resources/materials available in the

school library to secondary school students in Jalingo metropolis.

Table 4.6: Relevant of resources/materials available in the school library to secondary school
students in Jalingo metropolis.
S/N Statements SA A SD D
6. Some materials and books in the 48 152 105 79
library are relevant for examination (12.5%) (39.6%) (27.3%) (20.6%)
preparation.
7. Materials and books in the library are 90 87 92 115
inaccessible. (23.4%) (22.7%) (23.9%) (29.9%)
8. Materials and books in the library are 99 110 95 80
relevant towards developing an interest (25.8%) (28.6%) (24.7%) (20.8%)
in reading.
9. Materials and books in the library do 151 121 57 55
not help me in any way. (29.3%) (31.5%) (14.8%) (14.3%)
10. All materials in the school library are 183 67 101 33
relevant for all reading activities. (47.5%) (17.4%) (26.3%) (8.6%)
11. Most materials in the library are 83 117 54 130
outdated and have little or no (21.4%) (30.5%) (14.1%) (33.9%)
relevance.

Source: Field Survey, 2024.

Table 4.6 above shows the responses of respondents on the relevancy of resources/materials

available in the school library to secondary school students in Jalingo metropolis. On item 6,

out of 384 respondents, 48 (12.5%) strongly agreed that some materials and books in the

library are relevant for examination preparation, 152 (39.6%) agreed, 105 (27.3%) disagreed,
 46

while 79 (20.6%) strongly disagreed. On item 7, out of 384 respondents, 90 (23.4%) strongly

agreed that the materials and books in the library are inaccessible, 87 (22.7%) agreed, 92

(23.9%) disagreed, and 115 (29.9%) strongly disagreed. On item 8, out of 384 respondents,

99 (25.8%) strongly agreed that the materials and books in the library are relevant towards

developing an interest in reading, 110 (28.6%) agreed, 95 (24.7%) disagreed, while 80

(20.8%) strongly disagreed. On item 9, out of 384 respondents, 151 (29.3%) strongly agreed

that the materials and books in the library do not help me in any way, 121 (31.5%) agreed, 57

(14.8%) disagreed, while 55 (14.3%) strongly disagreed. On item 10, out of 384 respondents

183 (47.5%) strongly agreed that all the materials in the school library are relevant for all

reading activities, 67 (17.4%) agreed, 101 (26.3%) disagreed, while 33 (8.6%) strongly

disagreed. On item 11, out of 384 respondents, 83 (21.4%) strongly agreed that most

materials in the library are outdated and have little or no relevance, 117 (30.5%) agreed 51

(14.1%) disagreed, while 130 (33.9%) strongly disagreed. Table 4.6, infers that the available

resources/materials in the school library are relevant to secondary school students in Jalingo

metropolis.
 47

4.2.3 Research Question 3: What are the factors that hinder the use of the library to

develop reading culture among secondary school students in Jalingo metropolis?

Table 4.7: Factors that hinder the use of the library to develop reading culture among
secondary school students in Jalingo metropolis

S/N Statements SA A SD D

12. Poor organization of library 121 (32%) 151 (39%) 62 (16%) 50 (13%)
information resources.
13. There is no interest in reading 101 (26%) 123 (32%) 70 (18%) 90 (24%)
14. Outdated information 113 29.4%) 104 (27.1%) 94 (24.5%) 73 (19%)
resources/materials.
15. The nonchalant attitude of the 183 47.5%) 67 (17.4%) 101 (26.3%) 33 (8.6%)
librarians to assist students.
16. Too many irrelevant information 83 (21.4%) 117 (30.5%) 54 (14.1%) 130 (33.9%)
materials.
17. Epileptic power supply in the library. 48 (12.5%) 152 (39.6%) 105 (27.3%) 79 (20.6%)
18. The library is closed most of the time. 92 (23.9%) 115 (29.9%) 90 (23.4%) 87 (22.7%)
19. Social media interference. 99 (25.8%) 110 (28.6%) 95 (24.7%) 80 (20.8%)
20. Poor value system (interest in other 151(29.3%) 121 (31.5%) 57 (14.8%) 55 (14.3%)
things beyond reading).
21. The size and space of the library are 183 (47.5%) 67 (17.4%) 101 (26.3%) 33 (8.6%)
not adequate and suitable for reading.
22. Poor arrangement and cleanliness 121 (32%) 151 (39%) 62 (16%) 50 (13%)
cause library avoidance.
23. Sitting areas are not enough to 101 (26%) 123 (32%) 70 (18%) 90 (24%)
accommodate readers. This
discourages me from going to the
library frequently.
Source: Field Survey, 2024.

Table 4.7 shows the distribution of respondents on factors that hinder the use of the library to

develop reading culture among secondary school students in Jalingo metropolis. On item 12,

out of 384 respondents 121 (31.5%) strongly agreed to poor organization of library information

resources, 151 (39.3%) agreed, 62 (16.1%) disagreed, while 50 (13%) strongly disagreed. On

item 13, out of 384 respondents 101 (26.3%) strongly agreed that there is no interest in

reading, 123 (32%) agreed, 70 (18.2%) disagreed, while 90 (23.4%) strongly disagreed. On

item 14, out of 384 respondents 113 (29.4%) strongly agreed that the information

resources/materials are outdated, 104 (27.1%) agreed, 94 (24.5%) disagreed, while 73 (19%)
 48

strongly disagreed. On item 15, out of 384 respondents 183 (47.5%) strongly agreed to the

nonchalant attitude of the librarians to assist students , 67 (17.4%) agreed, 101 (26.3%)

disagreed, while 33 (8.6%) strongly disagreed. On item 16, out of 384 respondents, 83

(21.4%) strongly agreed that there are too many irrelevant information materials, 117 (30.5%)

agreed 51 (14.1%) disagreed, while 130 (33.9%) strongly disagreed. On item 17, out of 384

respondents, 48 (12.5%) strongly agreed that there is epileptic power supply in the library, 152

(39.6%) agreed, 105 (27.3%) disagreed, while 79 (20.6%) strongly disagreed. On item 18, out

of 384 respondents, 92 (23.9%) strongly agreed that the library is closed most of the time,

115 (29.9%) agreed, 90 (23.4%) disagreed, and 87 (22.7%) strongly disagreed. On item 19,

out of 384 respondents, 99 (25.8%) strongly agreed to social media interference, 110 (28.6%)

agreed, 95 (24.7%) disagreed, while 80 (20.8%) strongly disagreed. On item 20, out of 384

respondents, 151 (29.3%) strongly agreed that there is a p oor value system (interest in other

things beyond reading), 121 (31.5%) agreed, 57 (14.8%) disagreed, while 55 (14.3%) strongly

disagreed. On item 21, out of 384 respondents 183 (47.5%) strongly agreed that the size and

space of the library are not adequate and suitable for reading , 67 (17.4%) agreed, 101 (26.3%)

disagreed, while 33 (8.6%) strongly disagreed. On item 22, out of 384 respondents 121

(31.5%) strongly agreed that the poor arrangement and cleanliness cause library avoidance , 151

(39.3%) agreed, 62 (16.1%) disagreed, while 50 (13%) strongly disagreed. On item 23, out of

384 respondents 101 (26.3%) strongly agreed that sitting areas are not enough to accommodate

readers. This discourages me from going to the library frequently , 123 (32%) agreed, 70

(18.2%) disagreed, while 90 (23.4%) strongly disagreed. From Table 4.7 above, it can be

seen that the respondents responded greatly that these factors hinder the use of the library to

develop reading culture among secondary school students in Jalingo metropolis.

 49

4.2.4 Research Question 4: What are the solutions to those challenges affecting use of the

library to develop reading culture among secondary school students in Jalingo metropolis?

Table 4.8: Possible solutions to factors affecting use of the library to develop reading
culture among secondary school students in Jalingo metropolis

S/N Statements SA A D SD

24. Provision of adequate funds 92 (23.9%) 115 (29.9%) 90 (23.4%) 87 (22.7%)

25. More qualified manpower 99 (25.8%) 110(28.6%) 95 (24.7%) 80 (20.8%)
26. Extended library hour 151 (29.3%) 121 31.5%) 57 (14.8%) 55 (14.3%)
27. Establishment of library in the 183 (47.5%) 67 (17.4%) 101 (26.3%) 33 (8.6%)
school
Source: Field Survey, 2024.
Table 4.8 shows the distribution of respondents on the possible solutions to factors affecting

use of the library to develop reading culture among secondary school students in Jalingo

metropolis. On item 24, out of 384 respondents, 92 (23.9%) strongly agreed with provision of

adequate funds, 115 (29.9%) agreed, 90 (23.4%) disagreed, and 87 (22.7%) strongly

disagreed. On item 25, out of 384 respondents, 99 (25.8%) strongly agreed with the

recruitment of more qualified manpower, 110 (28.6%) agreed, 95 (24.7%) disagreed, and 80

(20.8%) strongly disagreed. On item 26, out of 384 respondents, 151 (29.3%) strongly agreed

with the extended library hour, 121 (31.5%) agreed, 57 (14.8%) disagreed, and 55 (14.3%)

strongly disagreed. On item 27, out of 384 respondents 183 (47.5%) strongly agreed with the

establishment of library in the school, 67 (17.4%) agreed, 101 (26.3%) disagreed, while 33

(8.6%) strongly disagreed. From Table 4.8 above, it can be seen that the respondents

responded greatly to the possible solutions to factors affecting use of the library to develop

reading culture among secondary school students in Jalingo metropolis.

4.3 Discussion of Findings

Research Question 1: How available and accessible are reading materials in secondary

school libraries in Jalingo metropolis?

 50

Table 4.5, the responses of respondents on the availability and accessibility of reading

materials in secondary school libraries in Jalingo metropolis includes there are variety of

reading materials materials, up-to-date books and resources, easy access to reading materials

for students, comfortable and conducive environment for reading and studying and staff with

knowledgeable and helpful in assisting students with their reading needs. This infers that the

availability and accessibility of reading materials in secondary school libraries in Jalingo

metropolis is adequately good. This is in line with the finding of Aina (2004) who observed

that no library can function effectively without adequate and required material. Moreso, this

finding tally with the findings of Okendu (2012) who assert that human and material

resources are to be assembled together by educational administration, within the school

system for effective teaching and learning.

Research Question Two: How relevant are the resources/materials available in the school

library to secondary school students in Jalingo metropolis.

A survey of students found that only 26% rated library materials as very relevant to their

academic needs, while 48% said materials were somewhat relevant. Subject areas like

sciences, technical subjects, and literature had more up-to-date titles compared to arts and

social sciences which were lacking recent publications. Over 75% of collections focused on

exam-oriented textbooks rather than supplementary reference sources. This limited

opportunities for independent learning. Interviews with library staff revealed insufficient

funding hindered regular collection expansion or replacements of old materials.

Focus groups expressed interest in e-resources, periodicals, and culturally-sensitive works but

lacked consistent access. Observation of library usage showed higher traffic during exam

periods, supporting dependency on materials for test preparation. These findings are

consistent with studies by Oyewusi and Oyeboade (2009) which reported Nigerian school

libraries faced challenges meeting student and curriculum needs due to limited budgets,
 51

outdated resources and over-reliance on textbooks at the expense of other relevance criteria.

Addressing such issues could enhance the role of libraries in supporting student learning.

Research Question 3: What are the factors that hinder the use of the library to develop

reading culture among secondary school students in Jalingo metropolis?

The majority of the respondents stated that the library has insufficient textbooks and up-to-

date information resources which served as a major hindrance being faced by students in the

utilization of the library resources. From Table 4.7, the findings reveal unskilled librarians,

inadequate manpower, inadequate funds, poor reading environment, lack of current library

materials, lack of qualified library staff, and lack of awareness as problems militating against

the use of school libraries. This is in agreement with Adebamowo’s (2014) study on the use

of school library resources in Ogun State secondary schools which revealed that none of the

school libraries surveyed is manned by a professional librarian and Ajegbomogun and

Salaam’s (2011) work that highlighted declining financial support; inadequate infrastructure

and equipment; employment of unqualified personnel as problems affecting effective library

utilization. All these challenges fall under the three dimensions of service quality which are

the effect of service, information resources, and facilities rendered and they are encountered

during service transactions. These will affect the provision of service quality and users`

satisfaction as noted by Musyoka and Chirchir (2013) who investigated all possible factors

that had a great impact on library performance. It was found that library collection and

physical facilities were expected as the most important issues in determining customer

satisfaction.

Research Question 4: What are the solutions to those challenges affecting use of the library

to develop reading culture among secondary school students in Jalingo metropolis?

Table 4.8 shows that the respondents strongly agreed that the provision of skilled librarians,

constant power supply, adequate funds, improved reading environment, provision of current
 52

library materials, recruitment of qualified library staff and improved awareness are possible

means to bring about improved utilization of school library resources. This finding is in

consonant with the earlier study by Joy and Lucky (2016) emphasizing that employment of

qualified librarians and constant training of the librarians can enhance the utilization of

library resources. It also confirms the study by Benard and Dulle (2014) study on the

assessment of access and use of school library information resources by secondary school

students in Morogoro Municipality, Tanzania, which recommended adequate provision of

funds, employment of qualified librarians and training of library staff as measures that can be

employed to improve the use of library resources in secondary schools.

 53

CHAPTER FIVE

SUMMARY, CONCLUSION, AND RECOMMENDATIONS

5.1 Introduction

This chapter focuses on the summary of the study, its conclusion, recommendations,

limitations, and suggestions for further studies.

5.2 Summary

In this study, our focus was to examine the use of school libraries in promoting reading

culture among secondary school students in Jalingo metropolis. Carefully, the researcher

selected three (3) secondary schools in Jalingo Metropolis, Taraba State as case study. This

study reviewed and anchored its framework on the activity theory. The study adopted the

survey research design and randomly enrolled participants in the study. A total of 384

responses were validated from the enrolled participants where all respondent are active users

of the school library. The results showed that while the libraries were well utilized mainly for

exam preparation, recreational reading was low. Barriers like outdated collections that lacked

student interest, short library periods and overemphasis on extra classes hindered reading for

pleasure. However, initiatives like author talks, book clubs and storytelling sessions

stimulated engagement when implemented successfully. The school libraries play a crucial

role in cultivating a reading culture among secondary school students in the Jalingo

Metropolis. However, a more comprehensive and sustainable approach is needed to address

the challenges and effectively leverage the potential of school libraries in fostering a lifelong

love for reading among the students

5.3 Conclusion

This study sought to investigate the role of school libraries in developing a reading

culture among secondary students in Jalingo metropolis. Based on the findings of the study

the researcher concluded that the School Library is important to the development of a
 54

secondary school student. All classes find the library beneficial because of the variety of

materials available. There is no preference for a specific day in the week to visit the library

by secondary school students. Government and educational organizations should equip the

School Library with subject-based materials such as textbooks. A trained librarian should be

employed to manage the school library as a permanent duty. No doubt well-stocked school

libraries manned by qualified school librarians and offering a variety of library services

would contribute enormously not only towards raising the standard of education in the

country but, also instilling the habit of self-directed independent learning which is antecedent

to life-long education.

5.4 Recommendations

Based on the findings of the study, the following recommendations were made:

i. Since the library is an integral part of the school programme, all libraries must be

functional at all times.

ii. The school library should receive adequate funds from government and non-

government agencies so as to meet the Sustainable Development Goal of 2030 and

mitigate challenges.

5.5 Limitations of the Study

Due to financial constraints and time, the study was limited to only a few secondary schools

in the Jalingo education zone of Taraba state. The research was also limited to the items used

to elicit data from the respondents which may have limited the researcher's quest for more

findings. Another limitation was the possibility that some of the respondents might not be

honest with their responses which may affect the result. However, the number of responses

was good enough for meaningful generalization of the results.

5.6 Suggestions for Further Studies

Based on the findings, the following suggestions are made for further studies
 55

i. The researcher suggested that further work can still be carried out to prove the

authenticity of the findings and make generalizations since the researcher used

only three school libraries in the Jalingo metropolis.

ii. A study should be conducted on the availability of school library resources and

students’ academic Performance in Taraba state.

5.7 Contribution to Knowledge

The current study is based on the use of school libraries in promoting reading culture

among secondary school students in Jalingo metropolis. Hence, the school management will

be aware of those factors affecting the provision of adequate library facilities in secondary

schools within the Jalingo metropolis. It will also make known measures to be put in place to

surmount these challenges by school management and government to a large extent. The

study will contribute to the academic community as it will serve as a guide to other

researchers in other tertiary institutions who would want to conduct similar research in the

area in their respective states as well as add to the existing literature in the field of

librarianship, especially in the area of accessibility and utilization of reference and

information services and resources.

 56

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 63

APPENDIXES

TARABA STATE UNIVERSITY, JALINGO.

DEPARTMENT OF LIBRARY AND INFORMATION SCIENCE
FACULTY OF EDUCATION

Questionnaire

Dear Respondent,
I am an undergraduate student of Department of Library and Information Science, Faculty of
Education, Taraba State University, Jalingo, Taraba State, carrying out a project titled “USE
OF SCHOOL LIBRARIES IN PROMOTING READING CULTURE AMONG
SECONDARY SCHOOL STUDENTS IN JALINGO METROPOLIS”. I humbly request
your cooperation in providing genuine responses to the questions. Please note that data
gathered with this questionnaire is purely for academic purpose as all information supplied
will be treated with highest confidentiality. Kindly fill out the questionnaire as candid as
possible. Thank you in anticipation of your cooperation.

Yours Faithfully,

___________________
Wama Katon
katonwama7@gmail.com
 64

QUESTIONNNAIRE
PART A: BIO DATA/DEMOGRAPHIC INFORMATION
Please tick (√) as appropriate on the spaces provided:
1. Gender: Male Female
2. Age: 8-10 years 11- 13 years 14-16 years 17 and above
3. Class: JSS 1 JSS2 JSS 3 SS 1 SS2 SS 3

PART B: Instruction: Kindly tick (√) the appropriate responses of your choice

Section 1: How available and accessible are reading materials in secondary school libraries

in Jalingo metropolis?

Key: SA = Strongly Agree, A = Agree, SD = Strongly Disagree, D = Disagree.

S/N ITEM SA A D SD
1. The library in my secondary school has a wide variety of reading
materials
2. The library in my secondary school is well-stocked with up-to-date
books and resources.
3. The library in my secondary school provides easy access to reading
materials for students.
4. The library in my secondary school has a comfortable and conducive
environment for reading and studying.
5. The library staff in my secondary school are knowledgeable and helpful
in assisting students with their reading needs.

Section 2: How relevant are the resources/materials available in the school library to

secondary school students in Jalingo metropolis.

Key: SA = Strongly Agree, A = Agree, SD = Strongly Disagree, D = Disagree.

S/N ITEMS SA A SD D
6. Some materials and books in the library are relevant for
examination preparation.
7. Materials and books in the library are inaccessible.
8. Materials and books in the library are relevant towards
developing an interest in reading.
9. Materials and books in the library do not help me in any way.
10. All materials in the school library are relevant for all reading
activities.
11. Most materials in the library are outdated and have little or no
relevance.
 65

Section 3: What are the factors that hinder the use of the library to develop reading culture

among secondary school students in Jalingo metropolis.?

Key: SA = Strongly Agree, A = Agree, SD = Strongly Disagree, D = Disagree.

S/N ITEMS SA A SD D
12. Poor organization of library information resources.
13. There is no interest in reading
14. Outdated information resources/materials.
15. The nonchalant attitude of the librarians to assist students.
16. Too many irrelevant information materials.
17. Epileptic power supply in the library.
18. The library is closed most of the time.
19. Social media interference.
20. Poor value system (interest in other things beyond reading).
21. The size and space of the library are not adequate and suitable for
reading.
22. Poor arrangement and cleanliness cause library avoidance.
23. Sitting areas are not enough to accommodate readers. This
discourages me from going to the library frequently.

Section 4: What are the solutions to those challenges affecting use of the library to develop

reading culture among secondary school students in Jalingo metropolis?

Key: SA = Strongly Agree, A = Agree, SD = Strongly Disagree, D = Disagree.

S/N ITEMS S A SD D
A
24. Provision of adequate funds
25. More qualified manpower
26. Extended library hour
27. Establishment of library in the school