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©IDOSR PUBLICATIONS ISSN: 2550-7974

International Digital Organization for Scientific Research IDOSRJAM 9.1.253189

IDOSR JOURNAL OF ARTS AND MANAGEMENT 9(1) 25-31, 2024.
https://doi.org/10.59298/IDOSRJAM/2024/9.1.253189
Enhancing Reading Culture among School Learners in
Kitagata Sub-County School Sheema District: A
Multifaceted Approach
Ruth Kanyesigye
Faculty of Education, Kampala International, University, Uganda

ABSTRACT
Reading is a fundamental skill that plays a crucial role in the educational and social development of individuals. This
paper delves into the multifaceted nature of reading, exploring its definitions, types, and importance in education. It
investigates the challenges primary school learners face in developing proper reading skills, particularly in Uganda,
and proposes strategies to enhance reading culture in primary schools. The study utilizes a descriptive research
design, combining qualitative and quantitative data collection methods. The research findings highlight the factors
influencing students' reading habits, including access to reading materials, the role of libraries, and the influence of
peers and teachers. Additionally, the study explores the impact of reading clubs and storytelling initiatives in
promoting reading among students. The paper concludes with recommendations for fostering a conducive reading
environment in primary schools, emphasizing the importance of diverse reading materials, the establishment of
readers' clubs, and the integration of storytelling activities into the curriculum.
Keywords: Reading culture, performance, students, schools

INTRODUCTION
Reading is a term used to refer to an interaction by and is also the format for dictation and oral
which meaning encoded in visual stimuli by an author comprehensive tests. In silent reading, the reader
makes meaning in the mind of the reader. It involves reads in the inside of him. In other words, he does not
the recognition of printed or written symbols which vocalize what he reads. Wide reading imposes
serve as stimuli for the recall or meaning through the reading silently and this is necessary for developing
intellectual manipulation of concepts already the reading habit, effective reading and for a profound
possessed by the reader [1]. The resulting meanings understanding of literate and technical tests. The
are thereafter organized into thought process ability to read is essential to being able to learn any
according to the purpose adopted by the reader, such subject taught in school. In our high-tech society,
an organization leads to modified thought and/or proficiency in reading is a must to compete
behaviour, or else leads to a new behaviour which favourably in today’s job market.
takes its place either in personal or in social Language is one of the most useful tools we have as
development. From another perspective, reading is humans. Without it we could not think thoughts
defined as the vocalization of words in a given expressible to others, nor could we engage in the
passage and the process of giving meaning to activities that commonly take place in the society we
materials. This definition refers to reading aloud build ourselves [3]. Language is very important in
which beginners do quite often and enables teachers education. For instance, [4] asserted that education
to detect and to correct errors spontaneously. is carried out largely through the medium of
Although, reading can be done aloud but vocalization language, thus, language is very significant in the
in the course of silent reading slows down reading education process. Additionally, [5] argues,
pace. For reading to be effective, it should be done “Language is not everything in education, but
with a good speed. without language, everything is nothing in education”
[2] observed that there are two types of reading . Language plays a crucial role in learning, and if the
namely, reading aloud and silent reading. Reading learner is handicapped in the language of instruction,
aloud involves audible vocalization of what is being then learning may not take place at all as the
read and is good for young learners because it instructor or teacher and the learner will not be
exposes error for timely corrective measure. Reading communicating [6].
aloud is used for speech delivery in public gatherings,

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The language of instruction in post primary intertwined with many other developmental
education to both Uganda and Kenya is English. accomplishments such as attention, memory,
English subject is taught with consideration of the language and motivation. When the child reads well
objectives stipulated in the syllabus. For example, the in English it means that she/he has gained a
objectives are important since they provide means fundamental knowledge of the principles of the
through which the goals of education in Uganda English alphabetical writing system.
could be achieved. It is through the syllabus that can Reading difficulties among primary school learners is
assure the teacher if or whether he has achieved the an issue of concern in any society. Reading is
goals or objectives of the course. With such situation considered to be a basic need in the modern world of
it is important for teachers to establish objectives science and technology. Many children in Uganda’s
before working towards meetings the goals. lower primary schools lack proper reading skills and
According to [7] reading culture is essential to cannot read properly. Some learners have dropped
success in our society. The ability to read is highly out of school without acquiring the necessary reading
valued and important for social and economic skills while others read without understanding what
advancement. [8] point out that reading is a complex they are reading [9].
developmental challenge that we know to be
METHODOLOGY
Research Design Study Population
The study adopted a descriptive research design that The researcher targeted teachers, head teachers and
utilized both qualitative and quantitative data. students. The researcher targeted a population of 30
Descriptive research design was most suitable respondents. This sought to give enough information
because the study was based on questionnaires [10]. towards the study phenomenon.
The design used enabled the researcher to capture
useful data from the respondents
Table 1: Showing sample size
Respondents Sample size Sampling techniques
Head teachers 04 Purposive sampling
Teachers 16 Random sampling
Students 10 Random sampling
Total 30

Sample Size and Subject Selection Phase II. This was to distribute the questionnaires
From the table above, it was indicated that the most and to collect them from selected schools. And in the
size sample of the respondents were teachers since last phase, it included data analysis, writing a
they are the ones encouraging reading culture among research report, typing it, building it and presenting
the learners. it to the supervisor for marking and grading.
Sampling techniques Data Analysis
The researcher used purposive sampling methods to Data analysis was done after collecting the raw data
select key respondents who were head teachers and from the study area [11]. Editing and checking for
their deputies while simple random sampling was accuracy of information, consistency and uniformity,
used to select the rest of the respondents. the edited data was analyzed for both qualitative and
Research Procedure quantitative data. Quantitative data was grouped in
The researcher having formulated the topic of the statistical descriptions such as tables showing
study got the introductory letter from the head of frequencies and percentages and pie charts as well as
department (Education) introducing her to the graphs were used for better interpretation.
respondents and sought permission and assistance Qualitative data was analyzed in a way of identifying
from the management to identify the respondents and the responses from respondents that are relevant to
administer the questionnaires to selected respondents. the research problem. Mainly such data was analyzed
The study was conducted in three phases. Phase 1. by explaining the facts collected from the field under
Pilot study in selected schools to ascertain the which the researcher was able to quote respondents`
validity of instruments and this will take 2 weeks. responses.

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RESULTS

Figure 1 showing sex distribution of the respondents

Females, 30

Males, 70

Source: Field data 2018

Figure 1 above displays information on sex of males dominated. It also shows that a bigger
respondents. It indicates that a smaller percentage percentage (70%) were males.
(30%) were females which shows that in the study

Figure 2 showing Age distribution of the respondents

40
Percenatge and Frequency

35
30
25
20
Frequency
15
10 Percentage
5
0
12-18 19-25 26-32 33 and above
AGE

Source: Field data 2018

Figure 2 shows that a smaller percentage of respondents was in the age range of 26-32. The
respondents 04(13%) were between 19-25 years, researcher sought information on marital status of
6(20%) of the respondents were between 12-18 years respondents and the results are displayed in table 3
of age, 9(30%) of the respondents were above 33years below.
while the biggest percentage 11(37%) of the

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Table 2: Showing the marital status of the respondents

Marital status Frequency Percentage
Single 10 33
Married 13 43
Widow 4 13
Widower 1 3
Separated 2 7
Total 30 100
Source: Field data 2018

Table 2 above shows that 10(33%) of the study area. In the figure we also see that 4(13%) of
respondent were single because most of them were the respondents were widows, 2(7%) of the
still in schools and others had not married. respondents had separated. The researcher also
Secondly, the figure above also indicates that a sought information on education levels of
largest percentage of the respondents 13(43%) respondents and the results are shown in table 2
were married and gave most of the views in the below.
Table 3 showing education levels of respondents
Level of education Frequency Percentage
Primary 10 33
Secondary 3 10
Tertiary 15 50
Never gone to school 2 7
Total 30 100
Source: Field data 2018
Table 3 above displays information on education of storybook. Other students stated that they read
the sampled respondents. In the table, the least during their free time, such as during the morning or
number of respondents 2(7%) never went to school. lunch break or after classes. Some of these
The table also shows that 3(10%) stopped at respondents stated that they read from habit while
secondary level. 10(33%) of the respondents were still others said that they only read to pass their
in primary studying and lastly the biggest percentage examinations, hence they read mainly textbooks. The
15(50%) had gone to tertiary institutions. Seventy per other students admitted that they hardly read at all
cent of the students interviewed admitted that they because they lacked interest in reading.
engaged in reading activities daily, i.e. every day of
the week they got to read either a textbook or a

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Figure 3: Reading frequency of students

Source: Field data (2009)

As indicated in Figure 3 above, out of the 45 students the reading frequency of students in the various
interviewed, 22 per cent stated that they read on a schools where the study was carried out. One of the
daily basis after they left class. They remarked that respondents, a senior three student from Kyeibanga
what they read included textbooks to help them gain High School said:
better understanding of their lessons at school. On I don’t have time to read books like storybooks
the other hand, 56 per cent of the students because I don`t understand some of the words and i
interviewed stated that they read during their free find the books boring, the only time I can force myself
time and that this was whenever they felt like to read is when i am going to do exams because I
reading. This implies that these students only read want to pass them. Another student of senior three
when they had some free time on their school interviewed, said that “I don`t like to read because
timetable. Furthermore, 22 per cent of the students most of the books are written in English and I can`t
confessed that they were not interested in reading so read it easily because I don`t understand the words.”
they hardly read any books at all. Figure 3 represents
Table 3: Materials read by students
Reading material No. of respondents Percentage
Storybooks 15 33%
Textbooks 5 11%
Newspapers 10 23%
Magazines 5 11%
Teacher- and student made 5 11%
materials
Charts 5 11%
Total 45 100%
Source: Field data (2009)
Although the government is trying to support have interesting content like pictures and vocabulary
reading in various ways, it lacks reading materials which are likely to arouse interest in reading among
that can arouse student`s interest, hence there is need the students as well as motivate them to engage in
to select reading materials with appropriate and regular reading. To assess factors that motivate
interesting information to cultivate interest in students to read, students were interviewed to find
reading among the students. The above findings out what attracted them to reading materials since
imply that if students are provided with more non- most of them preferred NTBRMs as the best option
text-book reading materials, such as storybooks, they to indulge and strengthen their reading habits.
will be encouraged to read more since story-books Twenty-five (56%) students said a picture

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(illustration) would play a fundamental role in (11%) students said they only got interested in
motivating them to pick a book to read because it reading a book if it was recommended by a friend.
would make them curious about what the book was Table 4 represents factors that motivate students to
about, 15 (33%) students said that an interesting title read books.
would make them want to read a book, whereas 5
Table 4: Factors that motivate students to read books
Factors that motivate students to No. of respondents Percentage
read
Illustrations 25 56%
Title 15 33%
Books recommended by friends 05 11%
Total 45 100%

DISCUSSION
The observation method revealed that some of the According to [12] they noted that resource allocation
schools selected for this study lacked libraries or in Uganda concentrated on text books without
reading rooms where materials could be displayed for balancing the needs of NTBRMs. Therefore, the only
easy accessibility. The researcher found that at information materials that were available for students
Kyeibanga High School books were kept in boxes in to read were textbooks which they only read in order
the head teacher`s office and in the general-purpose to excel in their class work and examinations. The
store, which made it difficult for students and availability of only textbooks in schools limited the
teachers to retrieve them for reading as well as now students‟ interest in reading because the textbooks
what reading materials they could borrow. [12] bored them quite quickly. This implies that
noted that there was limited access to books in most restriction of the scope of information materials limits
of the schools because teachers seemed protective of students‟ exposure to other materials that they could
books for fear of mutilation. Furthermore, some read to develop interest in reading. But out of the fear
students attributed their lack of interest in reading to that students might get exposed to immoral
lack of an environment conducive to reading. For information materials, schools ensure that students
example, the students admitted that they could not are limited to reading particular information
easily read at home because they got involved in materials which lack variety, hence over time they
household chores and that there was usually noise at lose the motivation to read.
home so they could not concentrate on what they The interview revealed that by the formation of
were reading. This implies that lack of facilities like readers` clubs in schools will motivate students to
libraries where students can get access to books and read because they will be able to share their different
concentrate on reading influences students‟ reading experiences basing on the information materials they
habits. For instance, without a library setting have read. One teacher from Hillside High School
students do not get exposed to a variety of reading revealed that the experience they had had with
materials which are displayed and they tend to be less readers` clubs such as Minds across Africa showed
enthusiastic about reading. This implies that the that a reader`s understanding of a text is enhanced by
students tend to become less curious about reading interacting with other readers. As students
materials since they are not exposed to a variety from participate in book clubs they will learn from each
which they can make a choice since the only place other and work together to construct meaning [13],
where that kind of variety can be found is a school hence all the schools should be encouraged to set up
library. readers‟ clubs in order to promote reading among
The teachers interviewed in the school in which the their students. This implies that the students will get
study was carried out revealed that there were a exposed to a wide variety of information materials as
number of reading materials which were well as ideas that they will share with various
inappropriate for the students‟ reading activities. students from other schools in order to arouse in
They singled out the Red Pepper newspaper, the them the curiosity to read and to make reading a
„Ssenga section‟ in Bukedde, adult magazines, and war habit.
books. They considered such materials to be The researcher noted that in some schools, students
inappropriate because of the language they used, how were encouraged to tell stories and in other schools,
they were presented, their content, their questionable the writing of stories by students and teachers was an
cultural relevance and their moral influence on the established practice. The use of story-writing as a
students. They expressed the view that these reading strategy for promoting reading could be supported by
materials did not influence the students to read measures such as establishment of classroom libraries
quality and educative information materials. in the form of displayed stories and lockups in which

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students‟ stories are stored. This implies that if strive to read more to gain better ideas for their next
students are able to read their work as well as that of stories, and this will keep them reading.
their friends when it is displayed in class they will
CONCLUSION
In conclusion, this research underscores the incorporation of story-writing initiatives. By creating
imperative of fostering a robust reading culture an environment that nurtures curiosity and
among school learners in Uganda. The study collaboration, educators can play a pivotal role in
identifies critical factors influencing reading habits, instilling a lifelong love for reading in students. The
including the scarcity of suitable reading materials, findings of this research contribute valuable insights
inadequate library facilities, and restricted access to to the ongoing discourse on educational strategies to
non-textbook reading materials. To address these enhance literacy skills, ultimately fostering
challenges, the research proposes practical solutions intellectual growth and socio-economic advancement
such as the establishment of readers' clubs and the among school learners.
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CITE AS: Ruth Kanyesigye (2024). Enhancing Reading Culture among School Learners in Kitagata Sub-County School
Sheema District: A Multifaceted Approach. IDOSR JOURNAL OF ARTS AND MANAGEMENT 9(1) 25-31.
https://doi.org/10.59298/IDOSRJAM/2024/9.1.253189

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