Enhancing Reading Culture in Nigerian TVET Institutions: Institutionalizing Structured Library-Based Reading Sessions for Academic Improvement

Olayemi Tosin Ajayi; Lambert A.  Ihebuzor

doi:10.70742/arsos.v3i1.525

Authors

Olayemi Tosin Ajayi The Federal University of Technology Ilaro Ogun State Nigeria
Lambert A. Ihebuzor Lead City University, Ibadan, Oyo State

DOI:

https://doi.org/10.70742/arsos.v3i1.525

Keywords:

Reading Culture, TVET, Structured Reading, Academic Performance, Nigeria

Abstract

This study investigates the effectiveness of structured, library-based weekly reading sessions as a mechanism for improving reading culture and academic performance among students in Nigerian Technical and Vocational Education and Training (TVET) institutions. Using a mixed-methods longitudinal design, data were collected from 133 National Diploma students through self-reported survey responses, interviews, focus group discussions, and academic records. The intervention consisted of mandatory one-hour weekly reading sessions conducted in the institutional library over one academic session. Findings revealed that 85% of participants reported increased reading engagement, 72% improved motivation, and 65% enhanced comprehension. Academic performance improved significantly, with mean GPA increasing from 2.45 to 2.95, supported by paired sample t-test results (p < .001). Qualitative findings further revealed that structured environments, peer interaction, and accountability mechanisms contributed to sustained reading habits. The study concludes that structured reading sessions represent a viable and scalable institutional strategy for strengthening reading culture in TVET contexts. Policy implications include curriculum integration of reading programs, improved library infrastructure, and interventions to manage digital distractions.

Downloads

Download data is not yet available.

References

Akabuike, I., & Asika, I. (2012). Reading Habits of Undergraduates and their Academic Performances: Issues and Perspectives. African Research Review, 6, 246-257. https://doi.org/10.4314/afrrev.v6i2.22.

Anyira, I. (2023). Influence of Social Media on Reading Culture among Nigerian Polytechnic Students. Asian Journal of Advanced Research and Reports. https://doi.org/10.9734/ajarr/2023/v17i10547.

https://doi.org/10.9734/ajarr/2023/v17i10547?

Bråten, I., Latini, N., & Haverkamp, Y. (2021). Predictors and outcomes of behavioral engagement in the context of text comprehension: when quantity means quality. Reading and Writing, 35, 687 - 711. https://doi.org/10.1007/s11145-021-10205-x.

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa?

Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. Springer.

Delgado, P., Vargas, C., Ackerman, R., & Salmerón, L. (2018). Don’t throw away your printed books: A meta-analysis on the effects of reading media on comprehension. Educational Research Review, 25, 23–38. https://doi.org/10.1016/j.edurev.2018.09.003?

Kim, J., Hemphill, L., Troyer, M., Thomson, J., Jones, S., LaRusso, M., & Donovan, S. (2017). Engaging Struggling Adolescent Readers to Improve Reading Skills. Reading Research Quarterly, 52, 357-382. https://doi.org/10.1002/rrq.171.

Liu, Z., Hu, R., & Bi, X. (2022). The effects of social media addiction on reading practice: a survey of undergraduate students in China. J. Documentation, 79, 670-682. https://doi.org/10.1108/jd-05-2022-0111.

Salmerón, L., Strømsø, H. I., & Kammerer, Y. (2020). Comprehension processes in digital reading: A systematic review. Computers in Human Behavior, 110, 106384. https://doi.org/10.1016/j.chb.2020.106384?

Toker, A., & Aminou, S. (2019). A Study on Reading Habits of the University Students in Nigeria: A Case of Selected Students of Economics Department at Nile University of Nigeria. The European Educational Researcher. https://doi.org/10.31757/euer.234.

Torppa, M., Georgiou, G. K., Lerkkanen, M. K., Niemi, P., Poikkeus, A. M., & Nurmi, J. E. (2020). Examining the effects of reading motivation and engagement on reading development. Scientific Studies of Reading, 24(3), 1–17. https://doi.org/10.1080/10888438.2020.1714766?

Vázquez-Cano, E., García-Garzón, E., & López-Meneses, E. (2020). Digital literacy and student engagement in higher education. Education Sciences, 10(9), 244. https://doi.org/10.3390/educsci10090244?

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.

Wigfield, A., Guthrie, J., Perencevich, K., Taboada, A., Klauda, S., McRae, A., & Barbosa, P. (2008). Role of reading engagement in mediating effects of reading comprehension instruction on reading outcomes. Psychology in the Schools, 45, 432-445. https://doi.org/10.1002/pits.20307.