Teachers Conceptions On The Reading Habit Among Primary School Pupils In Karagwe District

ABSTRACT

This research investigated teachers’ conceptions of reading habits among primary school pupils in the Karagwe district. The study was also guided by three objectives that sought to; examine the awareness of primary school teachers on the pupils’ reading habit, determine the perceived benefits of reading habit among primary school pupils and examine limitations facing primary school teachers in developing the reading habit to pupils. It employed both qualitative and quantitative approaches. Thus, data were collected through interviews, questionnaires, focus group discussion (FGD) and observations from eight primary schools in Karagwe District Council. Similarly, 83 respondents participated in the study: eight (8) headteachers and eight (8) academic teachers participated in the study through interviews; 45 teachers filled in the questionnaire; 22 teachers participated in the focused group discussions; and finally, observations were made in each sampled school. Quantitative data were analysed quantitatively using SPSS, Version 20, while the qualitative data were analysed thematically to develop themes and sub-themes from the transcribed data. The analysis of the information obtained revealed that the majority of the primary school teachers had high awareness of reading habits among primary school pupils. Teachers defined reading habit as the amount of time that pupils use in reading academic resources of various types. The reading materials used by pupils and understood by teachers are the printed materials, such as textbooks, supplementary books, prescribed storybooks, magazines, as well as unprinted documents obtained from the internet for academic development. Teachers understood reading habit as an important tool for the development of pupils’ knowledge, improvement of academic performance, facilitation of information exchange, and the development of curiosity, confidence, and competence. Further analysis revealed that poor home environment, negative attitudes, and inadequate reading resources were the limiting factors for developing reading habit among pupils. The study suggests an investment in the reading habit by providing and strengthening the facilities, like books, school libraries, and hiring professional librarians. There is also a need for policymakers to conduct research to understand how reading habits can be integrated into the teaching and learning process.