Cite this article as: Eyisi, J. & Olatunji, S.O. (2023). Students’ Attitude to Reading of Literary Texts: A Case Study of Akinyele Local Government Area of Oyo State, Nigeria. Tasambo Journal of Language, Literature, and Culture, (2)1, 27-33. www.doi.org/10.36349/tjllc.2023.v02i01.004.
By
Joy Eyisi
Department of English, National Open University of Nigeria
eyisijoy@yahoo.com
and
Sheriff Olamide Olatunji
Department of Arts and Social Sciences Education, University of Ibadan
olatunjisheriff07@gmail.com
Abstract
This study investigates the attitudes of secondary school students towards reading literary texts in the Akinyele Local Government Area of Oyo State. The survey research design was used, and four public secondary schools were randomly selected. A total of 200 SSII students who were studying literature in English were randomly selected from these schools. The research instrument used was the Students' Attitude to Reading of Literary Texts Questionnaire (r=.79). Descriptive statistics such as frequency count, percentage scores, mean, and standard deviation, and inferential statistics such as t-test at the 0.05 level of significance were used to analyze the data. The study found that the students had a weighted mean of 2.74, which was greater than the threshold. Furthermore, there were no significant differences between male and female students in their attitudes towards text possession (t (197) = .180; p=.857>.05; Mean Difference = .19701) or their attitudes towards reading (t (196) = -.014; p=.989>.05; Mean Difference = -.01164). Based on the findings of this study, it is recommended that teachers of literature-in-English should encourage students to develop a positive attitude towards reading literary texts. Teachers should adopt methods that will enhance students' positive attitudes towards reading literary texts, and students should be encouraged to read all recommended literary texts. Additionally, parents should purchase all recommended literary texts for their children and encourage them to develop a positive attitude towards reading these texts.
Keywords: Students’ Attitude, Reading, Literary Texts, Literature-in-English
Introduction
Reading is a cognitive process that involves decoding symbols to arrive at meaning. It is an active process of constructing the meanings of words (Anthony, 2015). Getrude, (2015) views reading as a way of understanding printed words or symbols. Brown, (2016) asserts that reading is the act of knowing the mind of the author. Bright, (2018) notes that reading is the identification of symbols and the association of appropriate meaning with them. Reading is a process whereby one looks at and comprehends what has been written (Yashpal and Sunil, 2005).
Carroll, (2003) stresses that the essential skill in reading is getting meaning from printed or written messages. Hulme, (2013) defines reading as a cognitive process of decoding symbols and getting meaning from the text. It is a process of interpreting written symbols. Reading is also a process of communication between the author and the reader. Snow, (2014) views reading as a thinking process. It allows the reader to use what he or she may already know, also called prior knowledge. During this processing of information, the reader uses strategies to understand what they are reading, uses themes to organise ideas, and uses textual clues to find the meanings of new words. Reading with a purpose helps the reader to direct information towards a goal and focus their attention on the reading passage. Although the reasons for reading may vary, the primary purpose of reading is to understand the text.
Jacobs, (2011) highlights the reading process which involves three stages: The first is the pre-reading stage, which allows the reader to activate background knowledge, preview the text, and develop a purpose for reading. A strategy for students to utilise during this stage is to look at the title of the selection and list all the information that comes to mind about the title. The second stage occurs during reading when the reader makes predictions as they read and then confirms or revises the predictions. For example, a double-entry journal enables the reader to write the text from the reading on one side and their reaction on the other side. The final stage occurs after reading and allows the reader to retell the story, discuss the elements of a story, answer questions and/or compare it to another text. For instance, students can create summaries, where they take a huge selection and reduce it to its main points for a more concise understanding.
Reading literary texts in literature-in-English classes is an established practice in Nigerian secondary schools and students normally have substantial experience with many literary works when they get admitted into the university. Literature-in-English is included in the school curriculum to give students a rich and well-grounded humanistic education, reinforcing the English language skills already acquired by the students, exposing students to the beauty and potential of language; equipping the students to develop the capacity for in-depth thoughts and judgments. The teaching and learning of literature in English are incomplete without reading recommended literary textbooks.
Literary texts contain culturally-rooted language which is specifically patterned and representational, which promotes the process of interpretation and encourages a pleasurable interaction with the negotiation of meanings (Carter and McRae, 1996). By constructing with the literary text a reality of different from that of the text of information, students are given access to a world of attitudes and values, collective imaginings and historical frames of references that constitute the memory of a people or speech community (Kramsch, 1993).
Literary texts help to arouse reading interest in students. This is because interesting texts can motivate students to read additional literature, thus increasing their reading proficiency (Krashen, 2004). Students should be provided with a wide range of texts as it will help students to develop the habit of reading extensively and effectively (Carter and McRae, 1996). They expose students to real, authentic usage of the language as it shows them a variety of styles, registers and language materials at different stages of difficulty (Tasneen, 2010). Literary texts provide a meaningful base for vocabulary learning (Lau, 2002). Elliot, (1990) believes that it is necessary to create interactive conditions under which students can develop genuine responses to literary texts.
Despite the importance attached to reading literary texts, especially at the senior secondary school level, it is discouraging to note that students do not read them and this accounts for their poor performance in literature-in-English in public examinations. Ayanniyi, (2009) agrees that the performance of students in literature-in-English has been very poor over the years and that students are gradually losing interest in registering for the subject in public examinations. According to Ezeokoli and Igubor, (2014), students have problems understanding the English language and expressing themselves in it. They also lack in-depth knowledge of the prescribed texts because they prefer to read short notes on study guides instead of the actual text.
Scholars and researchers have made efforts to address the problem of students’ poor performance in literature in English by investigating the effective strategies and methods of teaching reading literary texts. Although many of these scholars and researchers came up with valid contributions, there is little attention paid to students’ attitudes toward reading literary text in Nigerian secondary schools. It has been observed that Nigerian students are poor readers and they do not read the recommended literary texts (Adegbite, 2003). Failure of students in literature-in-English in public examinations has been linked to the fact that only a few students possess and read the recommended literary texts, while others mainly depend on teachers’ explanations. Literature-in-English is to develop the cognitive, psycho-motive and affective domain of students, in order to shape their lives in general.
Literature in English involves reading and writing. Reading comes before writing, therefore one cannot have a master of what one has not read. Many students viewed literature-in-English to be all about storytelling and thus, a simple subject which requires little preparation and commitment. This may be right because many practising teachers or schools, do not have literary texts and even at this moment do not understand the difference between getting literary texts and depending on a plot overview generated from the internet or from a textbook to teach literature in secondary schools. This is a result of the attitude towards the reading of literary texts.
Attitude is dynamic and its formation is a complex construct act which develops from many variables and influences. It is an ending system of positive or negative evaluations and feelings concerning to special objects (Adekola, & Thomas, 2007). Attitude can be formed from an individual’s past or present and it can be a positive or negative evaluation of people, objects, events, activities and ideas about anything in the environment (Obiegbu, 2016). Teo, (2014) classifies attitude as belonging to different dimensions that are related to usefulness, confidence, anxiety and liking. A person is affected by what he does. So, if the attitude of students towards literary text possession and reading is positive, it will affect students’ performance in literature in English positively. Hence, this study investigates students’ attitudes to the reading of literary texts in the Akinyele Local Government Area of Oyo State.
Statement of the problem
Reading literary texts exposes students to authentic usage of the language as it shows them a variety of styles, registers and language materials at different stages of difficulty. It provides a meaningful base for vocabulary learning. Despite the importance attached to the reading of literary texts, especially at the senior secondary school level, it is discouraging to note that students do not read literary texts and this accounts for their poor performance in literature-in- English in public examinations. Results of students in external examinations have shown that students’ persistence and poor performance in literature-in-English is a result of their poor attitude to the reading of literary texts. Efforts to address this problem have made scholars and researchers carry out studies on effective strategies and methods of teaching literary texts. Many studies have also been carried out on factors affecting students’ reading of literary texts. Although these scholars and researchers have made substantial contributions, there is still little attention to students’ attitudes to reading literary texts in secondary schools. Therefore, this study investigates students’ attitudes to the reading of literary texts: a case study of Akinyele Local Government Area of Oyo State.
Research questions
The following research questions guided the study:
1. What is students’ attitude to the reading of literary texts?
2. What is the difference between male and female students’ attitudes to the reading of literary texts?
Significance of the study
This study revealed students’ attitudes to the reading of the literary text in Akinyele Local Government Area of Oyo State. Through the findings of this study, educational stakeholders would be guided in identifying and working on factors that could enhance students’ achievement in literature-in-English. It would make the government give the necessary assistance to improve the teaching of literature in English in secondary schools. The findings of this study would also assist curriculum planners to recommend relevant learning activities that will help in achieving the objectives of teaching and learning the subject. Also, the study would add to the pool of research solutions to the poor performance of students in literature-in-English.
Methodology
The study adopts the survey research design. Five schools were randomly selected from public secondary schools in Akinyele Local Government. From each school, 50 SSII students of literature in English were randomly selected making a total of 250 students. Two research instruments were used for data collection: Students’ Attitude to Reading of Literary Texts Questionnaire (r=.79). Data collected were analysed using descriptive statistics of frequency count, percentage scores, mean, standard deviation and inferential statistics of t-test at 0.05 level of significance.
Results
Research Question 1: What is students’ attitude to reading literary texts?
Table 1: Attitude of Students to the readers of Literary texts
S/N | Item | SA | A | D | SD | Mean | Std. D. |
1 | I prefer reading literary texts to playing around during school break | 71 (35.7%) | 69 (34.7%) | 33 (16.6%) | 26 (13.1%) | 2.92 | 1.02 |
2 | I have a poor attitude to the reading of literary texts | 71 (35.5%) | 89 (44.5%) | 30 (15%) | 10 (5%) | 3.10 | .835 |
3 | I do not enjoy reading literary texts | 33 (16.5%) | 37 (18.5%) | 82 (41%) | 48 (24%) | 2.27 | 1.00 |
4 | I am afraid to read literary texts | 53 (26.5%) | 79 (39.5%) | 45 (22.5%) | 23 (11.5%) | 2.81 | .958 |
5 | If I have my way, I will not read literary texts. | 44 (22.1%) | 52 (26.1%) | 60 (30.2%) | 43 (21.6%) | 2.48 | 1.06 |
6 | I read literary texts to broaden my vocabulary | 61 (30.7%) | 94 (47.2%) | 28 (14.1%) | 16 (8%) | 3.00 | .879 |
7 | I don’t have enough time to read literary texts | 46 (23.1%) | 41 (20.6%) | 59 (29.6%) | 53 (26.6%) | 2.40 | 1.11 |
8 | I hate reading literary texts | 49 (24.5%) | 50 (25%) | 51 (25.5%) | 50 (25%) | 2.49 | 1.11 |
9 | I am not encouraged to read literary texts | 43 (21.5%) | 41 (20.5%) | 86 (43%) | 30 (15%) | 2.48 | .992 |
10 | Reading literary texts can be a boring activity | 69 (34.5%) | 96 (34.5%) | 21 (10.5%) | 14 (7%) | 3.10 | .850 |
11 | I treat the reading of literary texts as an extra burden | 68 (34%) | 108 (54%) | 22 (11%) | 2 (1%) | 3.21 | .669 |
12 | I am not comfortable the reading literary texts | 56 (28%) | 85 (42.5%) | 47 (23.5%) | 12 (6%) | 2.92 | .867 |
13 | Reading literary texts is a waste of time | 62 (31%) | 106 (53%) | 19 (9.5%) | 13 (6.5%) | 3.08 | .813 |
14 | I read literary texts only to pass examinations | 41 (20.5%) | 49 (24.5%) | 59 (29.5%) | 51 (25.5%) | 2.40 | 1.07 |
15 | I see a reading of literary texts to be challenging | 49 (24.6%) | 44 (22.1%) | 53 (26.5%) | 53 (26.5%) | 2.44 | 1.13 |
| Standard Mean = 2.50; Weighted Mean = 2.74 |
| |||||
Table 1 shows the attitude of the selected students towards the reading of literary texts. The result indicates a weighted mean of 2.74 which is greater than the threshold of 2.50. This implies that the selected students had a positive attitude toward the reading of literary texts. Eight out of the fifteen items used contributed to this positive attitude since their means are greater than the weighted mean. In their order of magnitude, the items are item 11 – I read to have a better understanding in class (Mean = 3.21>2.74); item 2 – I get motivated to study by my teacher (Mean = 3.10>2.74); item 10 – I read to perform better than my classmates (Mean = 3.10>2.74); item 13 – Reading is a prerequisite for academic achievement (Mean = 3.08>2.74); item 6 – I read to learn (broaden my vocabulary) (Mean = 3.00>2.74); item 1 – I prefer reading my literary texts than playing around during school break (Mean = 2.92>2.74); item 12 – I ask myself questions as I read to make sure I understand (Mean = 2.92>2.74), and item 4 - I like to read short novels (Mean = 2.81>2.74); This implies that the majority of the students had a positive attitude to the reading of literary texts.
Research Question 2: What is the difference between male and female students’ attitudes to reading literary texts?
Table 2: Difference between male and female students’ attitudes to reading literary texts
Dependent Variable | Grouping Variable (Gender) | N | Mean | Standard Deviation | t-test for Equality of Means | ||||||
T | Df | Sig. (2-tailed) | Mean Difference | Std. Error Difference | 95% Confidence Interval of the Difference | ||||||
Lower | Upper | ||||||||||
Students’ Attitude to Reading of Literary Texts | Male | 96 | 43.04 | 8.226 | .180 | 197 | .857 | .19701 | 1.09334 | -1.95916 | 2.35317 |
Female | 103 | 42.84 | 7.188 | ||||||||
Table 2 shows the difference that exists between male and female students’ attitudes to the reading of literary texts, using the independent sample t-test. The result indicates that male and female students did not differ significantly in their attitude to the reading of literary texts (t (197) = .180; p=.857>.05; Mean Difference = .19701). This implies that gender did not have any influence on students’ attitudes to reading literary texts.
Discussion of findings
Table I reveals that the majority of the students had a positive attitude toward the reading of literary texts. This is possible because students understand that they cannot perform well in literature-in English without having a positive attitude toward reading. Students will continue to perform poorly in literature-in-English if they do not read. This is in line with the findings of Krashen, (2004) who found that students had a positive attitude toward reading because it exposed them to develop the habit of reading extensively and effectively. This is against the finding of Jegede, (2010) who revealed that many students had a negative attitude toward reading because their parents had refused to buy literary texts for them.
Table II indicates that male and female students did not differ significantly in their attitudes toward reading literary texts. This implies that gender did not have any influence on students’ attitudes to text possession and attitude to reading. This is in line with Ajayi, (2002) who revealed that male and female students did not differ significantly in their attitude to text possession and attitude to reading. This is against the findings of Adeyanju, (2010) who revealed that male and female students differ significantly in their attitude to text possession and attitude reading.
Conclusion
In conclusion, the foregoing study shows that if students have a positive attitude to the reading of literary texts, they will perform better in Literature-in-English examinations. So, students’ positive attitude towards the reading of literary texts is crucial to their good performance in Literature-in-English examinations. The study has provided a better understanding of students’ attitudes to the reading of literary texts in secondary schools.
Recommendations
Based on the findings of this study, it is recommended that teachers of Literature-in-English should encourage students to develop a positive attitude towards the reading of literary texts so that they can perform well in Literature-in-English examinations. Teachers should adopt methods that will boost students’ positive attitudes toward reading literary texts. Students should be encouraged to read all the recommended literary texts. Parents should buy all the recommended literary texts for their children and encourage them to have a positive attitude towards reading them.
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