AN INVESTIGATION OF THE EFFECTIVENESS OF LIBRARY-BASED REMEDIAL PROGRAMS FOR STRUGGLING READERS IN BILLIRI LOCAL GOVERNMENT AREA, GOMBE STATE
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Background of the Study
Remedial programs serve as targeted interventions designed to support students who are lagging in core academic skills, particularly reading. When facilitated through school libraries, such programs benefit from access to specialized materials, trained personnel, and conducive learning environments. In recent years, library-based remedial initiatives have gained prominence as inclusive educational strategies aimed at addressing literacy deficiencies, especially in underserved regions like Billiri. These programs often include guided reading sessions, phonics instruction, peer-assisted learning, and use of multimedia resources (Yakubu & Danjuma, 2023). Despite widespread literacy campaigns, many students in Billiri continue to exhibit poor reading comprehension, fluency, and vocabulary—hindering their overall academic achievement. School libraries, through their remedial interventions, play a crucial role in bridging these gaps. Research has indicated that struggling readers who participate in structured library programs tend to show notable improvement in literacy performance (Bello & Lawal, 2024). Moreover, libraries provide a non-judgmental and engaging environment that fosters learning without the pressure of formal classroom settings. However, while anecdotal evidence supports their relevance, there is a lack of systematic studies assessing the true effectiveness of these remedial efforts. This study seeks to investigate how library-based remedial programs influence reading outcomes among struggling readers in Billiri Local Government Area, with the aim of offering recommendations for more effective implementation and policy integration.
Statement of the Problem
In Billiri Local Government Area, a significant proportion of students struggle with foundational reading skills. Although some school libraries have initiated remedial programs to tackle this challenge, their effectiveness remains largely undocumented. Without empirical evaluation, it is difficult to determine whether these interventions are meeting their intended goals. Additionally, limited resources and lack of trained personnel often hinder the success of such programs. Consequently, there is a pressing need to assess how effective these library-based remedial programs are in improving reading proficiency among struggling students.
Objectives of the Study
To identify the nature and structure of library-based remedial reading programs in Billiri.
To evaluate the effectiveness of these programs in improving reading skills of struggling students.
To determine the challenges faced in implementing library-based remedial initiatives.
Research Questions
What types of remedial reading programs are provided through school libraries in Billiri?
How effective are these programs in enhancing the reading proficiency of struggling students?
What challenges hinder the successful implementation of library-based remedial programs?
Significance of the Study
The study is significant for its potential to inform policy decisions and educational practices related to literacy development. It will benefit librarians, educators, and curriculum planners by providing data-driven insights on the best approaches to remedial instruction. The findings will also contribute to enhancing inclusive education practices and reducing reading failure rates in schools.
Scope and Limitations of the Study
This study is limited to investigating the effectiveness of library-based remedial programs for struggling readers in Billiri Local Government Area, Gombe State.
Definitions of Terms
Remedial Program: An instructional strategy aimed at improving specific academic skills among underperforming students.
Struggling Readers: Students who experience significant difficulty in acquiring grade-appropriate reading skills.
Library-Based Instruction: Educational support services or programs delivered within the school library setting.
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