An evaluation of students’ reading habits and their impact on academic performance in secondary schools in Kuje LGA, FCT
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Background of the Study
Reading habits form the cornerstone of academic success and lifelong learning, particularly in secondary education where critical thinking and comprehension are paramount. In Kuje LGA, FCT, a growing body of literature underscores the essential role of regular reading practices in shaping students’ academic trajectories (Eze, 2023). A robust reading culture not only enhances vocabulary and cognitive skills but also contributes to improved performance in subjects such as English, social studies, and science (Nnadi, 2024). Despite these recognized benefits, secondary schools in Kuje LGA face challenges in promoting consistent reading habits among students. Factors such as limited access to diverse reading materials, inadequate library facilities, and competing distractions, including digital media, have contributed to a decline in reading engagement (Okoro, 2025). Moreover, socio-economic constraints and cultural factors often impede the development of effective reading practices, leaving many students at a disadvantage academically. Educational stakeholders have increasingly emphasized the need to foster environments that nurture a love for reading by integrating library resources, reading clubs, and curricular activities that promote literary engagement (Ike, 2023). Recent initiatives aimed at enhancing reading habits have shown promising results, yet the overall impact on academic performance remains inconclusive. It is critical to examine whether increased reading frequency correlates directly with better academic outcomes, as well as to identify any mediating factors that might influence this relationship (Uche, 2024). In this context, evaluating students’ reading habits is not merely about assessing the frequency of reading but also about understanding the quality of engagement and its broader implications for academic success. Factors such as parental involvement, teacher encouragement, and the availability of reading resources play a crucial role in shaping these habits (Chukwu, 2025). As secondary schools in Kuje LGA continue to navigate challenges related to resource allocation and curricular constraints, a systematic evaluation of reading habits is imperative. This study will explore the extent to which these habits impact academic performance, thereby offering insights that could inform interventions aimed at cultivating a stronger reading culture in secondary education.
Statement of the Problem
Despite widespread acknowledgment of the benefits of regular reading, secondary schools in Kuje LGA are experiencing a notable decline in students’ reading habits, which may adversely affect their academic performance. Many schools report a lack of well-equipped libraries and limited access to a variety of reading materials, which constrains students’ opportunities to engage with diverse texts (Eze, 2023). Furthermore, the increasing allure of digital entertainment and social media has shifted students’ focus away from traditional reading practices, thereby diminishing the time spent on reading academic or literary materials (Nnadi, 2024). This shift in habits has raised concerns among educators and policymakers regarding its potential impact on students’ comprehension skills and overall academic achievement. Inadequate parental support and insufficient encouragement from educators further compound the problem, leading to a vicious cycle of low reading engagement and poor academic outcomes (Okoro, 2025). Although several initiatives have been implemented to promote reading—such as after-school reading programs and book donation drives—their effectiveness has been inconsistent. The lack of systematic monitoring and evaluation of these programs has resulted in an incomplete understanding of the factors that impede the development of robust reading habits among students (Ike, 2023). Additionally, socio-economic disparities and cultural attitudes towards reading contribute to the problem, with some communities placing less emphasis on literacy development (Uche, 2024). The cumulative effect of these challenges has led to a significant gap between the potential benefits of reading and the actual academic performance observed in secondary schools in Kuje LGA. Addressing these issues requires a comprehensive evaluation of reading habits and a clear identification of the barriers that prevent students from reaping the full academic benefits of regular reading (Chukwu, 2025).
Objectives of the Study
- To evaluate the current reading habits of secondary school students in Kuje LGA.
- To analyze the relationship between reading habits and academic performance.
- To recommend interventions that encourage effective reading practices among students.
Research Questions
- What are the predominant reading habits among secondary school students in Kuje LGA?
- How do these reading habits influence students’ academic performance?
- What strategies can be implemented to promote a sustainable reading culture in these schools?
Research Hypotheses
- H₁: There is a significant positive correlation between students’ reading frequency and academic performance.
- H₂: Improved access to reading materials positively affects the quality of students’ reading habits.
- H₃: Parental and teacher support significantly enhance students’ engagement in reading activities.
Significance of the Study
This study holds importance as it elucidates the relationship between reading habits and academic performance among secondary students in Kuje LGA. The findings are expected to guide educational policy and resource allocation to improve literacy and academic outcomes. By identifying key factors that encourage or hinder reading, the research provides actionable recommendations for educators, parents, and policymakers to foster a more robust reading culture that can enhance academic success and lifelong learning.
Scope and Limitations of the Study
This study is limited to investigating the reading habits of secondary school students in Kuje LGA, FCT, and their direct impact on academic performance. It does not extend to other extracurricular factors or broader socio-cultural influences.
Definitions of Terms
- Reading Habits: Regular practices and behaviors associated with engaging in reading activities.
- Academic Performance: Measurable outcomes of students’ academic work, including grades and test scores.
- Secondary Schools: Educational institutions that provide education to students typically aged between 12 and 18 years.
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