The Decline in Reading Culture Among Students in Nigeria: A Comparative Study of Secondary and Tertiary Institutions in Rivers State, Nigeria

Reading culture is one of the most essential aspects of learning process. If left unattended, it affects not only the learner, but also a nation’s economy, its leadership and key institutions in society. This study is aimed at assessing the decline in reading culture among students in Nigeria using secondary schools and tertiary institutions in Rivers State as a case study. Descriptive research method and systematic sampling technique were used in this study. Two thousand four hundred (2,400) questionnaires were used to obtain authentic information from two thousand four hundred (2,400) respondents comprises 800 senior secondary students; 800 tertiary institution students and 800 teachers across the study area. Four (4) research questions with nineteen (19) sub items were generated from these questions. The data collected were analyzed using the Assumed Mean Method. The results revealed factors contributing to the decline in reading culture among students in Nigeria including excessive use of social media and mobile phones by students; lack of well equipped libraries and current reading materials in schools; Poor motivation and encouragement from teachers and parents; bulkiness of work/ materials during examination and high cost of books and reading materials. It also revealed that a revived reading culture among students would improve academic performance, critical thinking, communication and writing skills, better moral behavior in society, creativity and innovations, nation building/development by producing more informed and responsible citizens. The researchers suggested based on results obtained, measures students, parents and government can adopt to address the above challenges and they are: regular funding and upgrading of school and public libraries by the government and school owners; organization of reading competitions, book clubs, and reading festivals in schools; provision of relevance books at home and setting aside reading time for reading by parents; integration of reading programs and rewards into the school curriculum to motivates students; and training /motivating teachers to act as reading role models to influences students’ reading habits in schools. Students in higher institutions tend to read widely for personal development and they are more affected by mobile phones usage and social media as compared to their secondary counterparts.