Exploring Reading Demotivation Among Undergraduate Students in Tanzanian Universities: Why the Page Turns, but the Mind Wanders

Reading is a vital component of academic success, enabling students to absorb knowledge and grasp the nuances of their courses. Despite its importance, a worrying demotivation in reading has been observed among students at higher learning institutions. Declining reading engagement among university students mirrors global trends and poses a threat to academic success and initiatives aimed at fostering a reading culture. This qualitative study involved 84 respondents from three public universities in Tanzania. The research utilized in-depth interviews and focus group discussions to investigate the underlying factors contributing to reading demotivation among university students. Findings revealed that a lack of personal interest, excessive workload, poor time management skills, language barriers, and negative attitudes toward education were the key personal factors affecting reading motivation. This study advocates a multifaceted approach to promoting reading culture in early childhood, enhancing the relevance of the curriculum and language support systems, offering time-management seminars, and emphasizing assessment for learning to improve learning outcomes.