CHAPTER ONE

1.0 INTRODUCTION

1.1 1.0. BACKGROUND OF THE STUDY

Globally, the concept of reading is one of the essential building

blocks of learning, it is a process that requires the use of complex thought

processes to interpret printed symbols as meaningful units, and to

comprehend them as a thought unit in order to understand. This implies

that reading is a process of interpreting symbols in order to derive

meaning to shape the mind. Beyond shaping the mind, reading is an

important element for everyday activities of being informed. According

to Ogbuiyi, Oriogu, Momoh and Ogbuiyi (2013), reading is said to be an

encapsulating process which is integrative in nature, and which affects

the reader’s perceptual, cognitive, and affective domains. It is also the

action carried out by some individual to read anything they want to

understand very well in order to develop his or her skills and knowledge

as talent. Reading therefore enables an individual to grow and develop

insights into life and the world at large. Also, through reading individuals

can make decisions that lead to personal health and happiness. Owusu-

Acheaw and Larson (2014) assert that reading provides information

necessary for day-to-day survival. This suggests that the act of reading

bridges the gap between ignorance and knowledge. The concept of

reading is viewed as the ability to recognize and understand characters or

1
words that may be printed or written on paper. It is defined by Ogugua,

Emerole, Egwim, Anyanwu and Haco-Obasi (2015) as “the ability to

obtain meaning from words, understand words contained in a document

with the intention of making use of the knowledge for personal growth”.

According to Palani (2012) reading is significant aspect of creating a

literate society. It helps individuals to develop a good thinking ability that

can help them make good decision. Also, Hall (2012) is of the view that

reading is the realization of general interpretative process which underlies

all communicative activities. This means that, when one is reading; one is

thinking, predicting, questioning, evaluating and redefining a concept.

Issa (2012) is of the view that reading is reasoning, because it involves all

types of thinking, such as critical, analytical, creative, imaginative,

evaluative, judgmental, and problem solving. Kamalova (2016) describe

reading as an integrative process that starts with the reader and includes

the effective, perceptual and cognitive domains. Reading consists of

activities to achieve academic excellence and good examinations result

for students. To read is to carefully understand written words and the

meaning it conveys. When pupils read, it is a knowledge acquiring

process which involves the reader and the text. Reading helps individuals

to be better informed. This assertion is supported by Nyam (2015) who

established that reading is vital to our becoming better informed, having a

better understanding of ourselves and others. Reading is considered the

2
cornerstone of learning. It is an activity that is required by learners at all

levels of education. It is a strategic activity meant to improve the

knowledge of pupils. The ability to read is a critical factor in improving

students’ ability to learn at all stages of schooling and is an essential skill

for accessing opportunities beyond school (Igwe, 2011). Reading is an

essential tool for knowledge transfer. According to Ogbonna (2014),

reading is central to academic and intellectual development of learners at

all levels. Skinner (2013) also asserts that one of the most important

activities in primary education is reading, which is not for pleasure but

for information that has been researched, organized and documented in

accordance with the rules of academic discourse. It is therefore necessary

for students at the primary school level to develop the habit of reading for

their academic achievement. In Nigeria where English Language is an

official language, the ability to read equips learners at any level of

education to read and understand other subjects in the school curriculum.

Therefore the habit of reading is an academic activity that increases the

skills in reading for academic progress. Onwusu-Acheaw (2014)

emphasizes that reading habits determine the academic achievements of

pupils to a great extend. Achievement in the requires awareness of facts

and acquisition of skills in learners’ field of study which is achieved

through effective reading habit. Reading habits depicts the behavior

which expresses the likeness of reading and tastes of reading (Boateng,

3
2016). Reading habit is the use of reading as a regular activity. However,

students’ ability to form the habit of reading can widen their academic

horizon, and equally improve access to relevant information for their

academic achievement. Nyam (2015) opines that reading habit is

identified as the single most important determinant of a student’s success

in education and in our modern complex society.

Several factors seem to affect reading habit, one of such is the use of

social media. Social media is the newest technological explosion in the

information world. It is an online networking platform that focuses on

developing, building and reflecting on the social relation among people,

who share the same interest, goal or activities. Since the advent of social

networking sites in 1994, social media has enabled extensive

communication with people around the world and beyond. It is a common

knowledge that millions of people across the world use social media on a

regular basis for various reasons making the world a global village. The

use of social media cuts across all age groups in the society. Young

people including pupils from primary and secondary school students are

not left out among those who extensively use social media. Globally,

there is a rapid increase in the number of young people who have joined

popular social media sites such as Facebook, WhatsApp, twitter,

LinkedIn and Instagram. According to Onuoha and Saheed (2011), the

use of social media is predominant among young people in the society

4
including pupils of primary and secondary school students. Scholars such

as Danladi (2018), Ailakhu (2017) are of the view that social media helps

to facilitate communication with youths and enable them have

information to keep abreast with the happenings in the society. Although

social media use and reading habit of undergraduate students have been

studied by different scholars in different context. However, the effect of

social media on students' reading habit in primary education will be

looked into.

1.2 Statement of the problem

The declining habit and interest in reading among pupils in primary

school is a challenge to education stakeholders, especially in institutions

that train teachers in different fields of education. Experience has shown

that most students in Colleges of Education lack interest in reading which

has contributed to their poor academic performance. Onwusu-Acheaw

(2014) observes that the problem most students have that contributes to

their poor performance in tests and examinations is lack of proper reading

habit. Similarly, Palani (2012) discovered that in most school, learners do

not read, even the few that read only do so as a means of passing their

examinations. Ezeah (2013) note that teaching and learning in school is

faced with endless problems on the part of the learners due to their non

mastery of the skills implicit in reading. In relation to that, investigations

reveal that most students who graduated from such schools have

5
inadequate reading ability which is attributed to poor habit of reading

during their school days. The situation has been made worse with the

advent of the social media as a means of communication among students.

They spend more hours on electronic media where they brows, send text

messages and chat with their friends using their handsets instead of

reading their books or any other piece of written materials. Danladi

(2018) observe that social, networking sites have proven to be universally

addictive for institution, pupils who tend to spend considerable amount of

time maintaining social communications, making new acquaintances and

a broad based of friends during their years of study. It is against this

background that the present study seeks to examine the effect of social

media on pupils reading habit in institutions.

1.3 Objective of the study

The general objective of the study is the effect of social media on

students' reading habit in institutions. Specifically the study was be

guided under the following specific objectives:

1) To examine the types of social media frequently use by pupils.

2) To find out if the use of social media by pupils in lower institution

affect their reading habit.

3) To investigate the extent at which pupils visit the library to read

books.

6
4) To evaluate the extent at which pupils in schools makes use of social

media.

1.4 Research Questions

The following questions have been prepared for the study

1. What are the types of social media frequently use by pupils?

2. Does the use of social media by pupils in an institution affect their

reading habit?

3. To what extent do pupils visit the library to read books?

4. To what extent do pupils in institution makes use of social media?

1.5 Significance of the study

This study will examine the effect of social media on pupils' reading habit

in an institutions. Hence will be significant in the following ways:

University management board: this study will be significant to the

university board as it will devise a means to sensitize pupils on the need

to improve the habit or culture of reading in other to excel in their

academic pursuit.

Academia: this study will be significant to the academic community as it

will contribute to the existing literature on the effect of Social Media on

pupils' reading culture in an institutions.

1.6 Scope of the study

This study will examine the types of social media frequently use by

pupils. The study will also find out if the use of social media by primary

7
pupils in an institution affect their reading culture. The study will further

investigate the extent at which pupils visit the library to read books.

Lastly, the study will evaluate the extent at which student in an institution

makes use of social media. Hence this study will be delimited to

University of Ilorin, Kwara State. The study took place in Christ

Apostolic Church School Makurdi, 32. J. S. Tarka Road Makurdi Benue

State.

1.7 Operational Definition of terms

Social media: websites and applications that enable users to create and

share content or to participate in social networking

Reading culture: habitual and regular reading of books and information

materials.

institution: any institution that provides post-school education on a full-

time, part-time or distance basis.

8
 CHAPTER TWO

RELATED OF LITERATURE REVIEW

2.0 INTRODUCTION

Our focus in this chapter is to critically examine relevant literature that

would assist in explaining the research problem and furthermore

recognize the efforts of scholars who had previously contributed

immensely to similar research. The chapter intends to deepen the

understanding of the study and close the perceived gaps.

Precisely, the chapter will be considered in three sub-headings:

 Theoretical Framework

 Conceptual Framework

 Empirical Studies

 Summary of literature review

2.2 THEORETICAL FRAMEWORK

The traditional bottom-up approach to reading was influenced by

behaviorist psychology of the 1950s, which claimed learning was based

upon “ habit formation, brought about by the repeated association of a

stimulus with a response” and language learning was characterized as a “

response system that humans acquire through automatic conditioning

processes,” where “ some patterns of language are reinforced (rewarded)

and others are not,” and “ only those patterns reinforced by the

community of language users will persist” (Omaggio 1993). Behaviorism

9
became the basis of the audio-lingual method, which sought to form

second language “ habits”

through drilling, repetition, and error correction.

Today, the main method associated with the bottom-up approach to

reading is known as phonics, which requires the learner to match letters

with sounds in a defined sequence. According to this view, reading is a

linear process by which readers decode a text word by word, linking the

words into phrases and then sentences. According to Samuels and Kamil

(1988), the emphasis on behaviorism treated reading as a word-

recognition response to the stimuli of the printed words, where “little

attempt was made to explain what went on within the recesses of the

mind that allowed the human to make sense of the printed page”. In other

words, textual comprehension involves adding the meanings of words to

get the meanings of clauses (Anderson 1994). These lower level skills are

connected to the visual stimulus, or print, and are consequently concerned

with recognizing and recalling. Like the audio-lingual teaching method,

phonics emphasizes on repetition and on drills using the sounds that make

up words. Information is received and processed beginning with the

smallest sound units, and proceeded to letter blends, words, phrases, and

sentences. Thus, novice readers acquire a set of hierarchically ordered

sub-skills that sequentially build toward comprehension ability. Having

10
mastered these skills, readers are viewed as experts who comprehend

what they read.

The bottom-up model describes information flow as a series of stages that

The (ESL) English as a Second Language and (EFL) English as a

Foreign Language textbooks influenced by this perspective include

exercises that focus on literal comprehension and give little or no

importance to the reader’s knowledge or experience with the subject

matter, and the only interaction is with the basic building blocks of

sounds and words. Most activities are based on recognition and recall of

lexical and grammatical forms with an emphasis on the perceptual and

decoding dimension.

This model of reading has almost always been under attack as being

insufficient and defective for the main reason that it relies on the formal

features of the language, mainly words and structure. Although it is

11
possible to accept this rejection for the fact that there is over-reliance on

structure in this view, it must be confessed that

knowledge of linguistic features is also necessary for comprehension to

take place. To counteract over-reliance on form in the traditional view of

reading, the cognitive view was introduced.

The Cognitive View theory

The propounded: the cognitive view theory, also known as the cognitive

Theory of Emotions, has its roots in various philosophers and

psychologists. However, one of the most influential propounders of this

theory is:

Albert Ellis (1913-2007)

Ellis, on American psychologist, developed Rational Emotive Behavios

Therapy (REBT), which is based on the cognitive view theory. He

proposed that emotions result from our thoughts rather than the events

themselves.

In the 1960s a paradigm shift occurred in the cognitive sciences.

Behaviorism became somewhat discredited as the new cognitive theory

represented the mind’s innate capacity for learning, which gave new

explanatory power to how humans acquired their first language; this also

had a tremendous impact on the field of ESL/EFL as psycholinguists

explained “ how such internal representations of the foreign language

develop within the learner’ s mind” (Omaggio, 1993: 57) Ausubel (cited

12
in Omaggio, 1993: 58), made an important distinction between

meaningful learning and rote learning. An example of rote learning is

simply memorizing lists of isolated words or rules in a new language,

where the information becomes temporary and subject to loss.

Meaningful learning, on the other hand, occurs when new information is

presented in a relevant context and is related to what the learner already

knows, so that it can be easily integrated into one’s existing cognitive

structure. A learning that is not meaningful will not become permanent.

This emphasis on meaning eventually informed the top-down approach to

L2 learning, and in the 1960s and 1970s there was an explosion of

teaching methods and activities that strongly considered the experience

and knowledge of the learner.

These new cognitive and top-down processing approaches revolutionized

the conception of the way students learn to read . In this view, reading is

not just extracting meaning from a text but a process of connecting

information in the text with the knowledge the reader brings to the act of

reading. In this sense, reading is a dialogue between the reader and the

text which involves an active cognitive process in which the reader’ s

background knowledge plays a key role in the creation of meaning

(Tierney and Pearson, 1994). Reading is not a passive mechanical activity

but purposeful and rational, dependent on the prior knowledge and

expectations of the reader. It is not merely a matter of decoding print to

13
sound but also a matter of making sense of written language. In short,

reading is a psycholinguistic guessing game, a process in which readers

sample the text, make hypotheses, confirm or reject them, make new

hypotheses, and so forth.

2.1 CONCEPTUAL FRAMEWORK

The Concept of Reading

Reading is the process of looking at a series of written symbols and

getting meaning from them. Reading is a mental process in which

someone looks into a written text and starts to absorb the information

from the written linguistic message. Reading entails the use of vision to

understand several words in a sentence and make them meaningful.

([Link]

Accordingly, Hung (2010) sees the act of reading as a creative process in

which the reader constructs reading by interacting with the text. It is a

process of interaction between the reader and text.

In the world of Abbas (2019), defines reading as a highly personal

activity that is mainly done silently alone. This implies that reading is

something related to the activity of acquiring information and it is done

either silently or aloud. The major avenue of learning is through reading

according to Muhamad (2020), reading means or implies that if we do not

understand what we are reading, we cannot learn or remember it. Just as

is reading, the journey of a lifetime starts with the turning of a page,

14
reading is the sole means by which we slip in voluntarily often helplessly

into another skin, another voice, another soul (Joyce Carol Oates, 2004).

To read is to exercise the brain and increases the chances to assimilate

better.

Concept of culture

Reading is an act of being able to understand, comprehend, make sense

and interpret written symbols or letters (Skinner, 2013). Reading provides

experience through which an individual may expand his horizons of

knowledge and intensify his interest. OwusuAcheaw (2014) asserts that

reading is more concerned with reasoning, meaningful interpretation of

words, phrases, and sentences, requires all types of thinking, such as

critical, analytical, creative, imaginative and problem solving. He further

noted that reading provides the key to all forms of information necessary

for our day to-day survival and growth. Reading is not just for school, it

is for life. Reading is vital to being better informed, and having a better

understanding of others (Ezeah, 2013). Students read for a variety of

purposes such as examinations, relaxation or for information (Issa, 2012).

Reading activities in which students engage may considerably influence

their studying skills and academic performance. Reading is one of the

fundamental skills which students are expected to acquire through the

process of schooling without which there would possibly be no other

means of achieving academic success. Ogbonna (2014) is of the view that

15
reading is the foundation of literacy. The reason for reading depends very

much on the purpose for reading. Reading can have three (3) main

purposes; for survival, for learning or for pleasure. Obasi, (2015) defines

reading as an integrated pattern of reading behaviours, practices, beliefs,

perceptions and knowledge. (Palani, 2012) views are reading as a process

of thinking, evaluating, judging, imagining, reasoning and problem-

solving. Reading, therefore, is an essential tool for knowledge transfer,

and the culture of reading is an academic activity that increases skills in

reading strategies. Therefore, for students to deal with their academic

endeavors they are to read. Agbama (2014) postulated that the ability to

read is at the heart of self-education and lifelong learning and that it is an

art that is capable of transforming life and society. Reading culture is

essential in the life of any individual who intends to grow academically.

Ailakhu and Unegbu (2017) are of the view that reading culture is having

the habit of reading in every life and not just for school purpose only.

Reading culture is the kind of culture that imbibes reading as the basis of

growth and development. It is a type of culture that sees continuous and

dedicated reading to information resources as a means of knowledge

acquisition, which will be applied practically for development.

Styles of Reading

There are three different styles of reading. Accordingly, the Online

Writing and Learning Link (OWLL) identified three (3) different styles of

16
reading used for specific purpose. They include skimming, scanning and

in-depth reading.

Skimming: You read the headlines, headings or first sentences of the

page in each section or paragraph. ‘Skip reading’ is done here.

Scanning: All the contents are not dealt with. Scanning could be used

specifically for the purpose of referencing like to find words in a

dictionary, locate names in a directory etc.

In-depth reading: This is done after the text has been skimmed. Reading

is done in detail to understand what the text is about. In-depth reading has

four (4) different strategies, among which includes the ‘RAP strategy’

where the reader Reads, Ask and Put the answer into his/her own words,

it helps the reader to develop the ability to recall and retell about

information that are relevant to them and be able to apply it where

necessary. Reading can present some challenges to some students such

as:

❖ Those who do not anticipate that reading can bring pleasure.

❖ Those that are visually impaired.

❖ Those who have hearing impairment.

The Role Of Libraries In Promoting Reading Culture In The 21st

Century

17
  The libraries are places of information: When most people think

library, they think books. And while that is certainly true, these days

books take different shapes, such as e-books and audio books.

 The library promotes literacy: In the 21st century, libraries are about

much more than books, the library promotes literacy. They are

committed to helping children and adults develop the skills they need

to survive and thrive in a global information society: the ability to

read and use computers. (www.i/[Link]).

 Libraries offer us a depth and breadth of resources for us to read,

learn, connect and play.

 Library week- this is a whole week set aside to intimate people about

the essence of the library, its importance and what should be gained

by using it. (Ailakhu and Unegbu (2017).

According to Aina, Okusaga, Taiwo and Ogundipe (2011), as far back

as 1981, the National Library of Nigeria has been sponsoring the

readership promotion campaign in the country. This is done as part of the

strategies to ginger up the reading culture in Nigeria. To get to all the

nooks and crannies of the country. Academic and public libraries also

have organized several readership promotion campaigns during most of

their yearly library weeks where primary and secondary school pupils and

students were invited to participate. During their participation, books

18
 were given to them to read school by school and the winner goes back

with book prizes. This is to encourage them to further read.

- Libraries provide enabling environment and materials that offer more

extensive and varied information than classroom study alone (Aina et al.

2011).

Benefits of Reading Culture: As Individuals

 Increase in memory: Reading slows down the rate of memory

deterioration. Those who read live longer, their brain function is

heightened. With the help of reading, ones’ memory is enhanced in the

sense that it exercises the muscles of the brain and new memory is

created as the brain strengthens and sharpens the memory. Ultimately,

reading improves your brain, as the memory increases, it makes one

smarter and more intelligent. However, the act of reading helps to

heighten the brain function and increase/improve memory.

 Discipline: Reading makes an individual to be disciplined by obeying

certain rules and standards. It helps control one’s thought, emotions and

actions. It helps one to achieve their goal in life. Adding reading to one’s

daily schedule improves discipline.

Vocabulary: Is another benefit of reading as it improves speaking skills

and makes you a better speaker. Reading improves your vocabulary.

When you read continuously, it creates room for continuous learning.

Learning is a life-long process. In fact, reading is fun. The gap between

19
 what you do not know closes. Person Book, When the gap, closes, it takes

one to the peak of what one must know (POINT C) A B C Contact with a

book

 Creativity and skills: Reading can make one think creatively; the reader

will have good creative thinking skills which will lead to better

performance in his/her academics. In fact, it enhances the critical skills of

concentration and focus. It also helps to widen the brain’s creative side

and filters innovative thinking process into one’s brain.

 Knowledge: Knowledge itself is power! (Francis Bacon). The more you

read, the more informed you become. The more knowledge you gain, the

more powerful you become. This can be handy at any time because

knowledge gained can never be lost.

National Level It enhances educational growth and development of the

nation. Mental stimulation your brain requires exercise to keep it strong

and healthy, just like muscles in your body. Reading has been found to

enhance connectivity in the brain function is a sole effect of aging, but

regular reading may help slow the process of Alzhiemer’s disease and

dementia (a progressive disease that destroys memory and important

mental functions).

 Stress Relief: The distraction into the literacy world allows you to distance

yourself from the stress of everyday life, putting your mind and body at

ease

20
 More sleep: Sometimes it is hard to fall asleep when your mind is racing

and busy worrying about a variety of things. Reading, even if for ten

minutes, can help push whatever was keeping you awake out of your

mind.

 Education: Education is not cheap. Classes, seminars and educational

software are just a few of the ways that you can pay to learn things.

However, reading books from the library is free.

 Better memory: Reading requires you to use your memory muscle,

helping the muscle long term.

 Increase empathy: Reading requires us to sympathize with character’s

emotions. Being emotionally transported by a book has shown to cause

boosts in empathy

 Improves concentration- When reading you are concentrating on one

thing by doing so, you are training your body to avoid distractions. This

ability can help when performing other tasks that require concentration

 Entertainment – Reading is much cheaper than going to the movies or

many other forms of entertainment. In fact, reading is free at the library!

We are constantly adding new books, so you never have to worry about

running out of ones that you haven’t read. Books can transport you to

different worlds without paying airfare.

Vocabulary expansion- The more you read, the more word you are

exposed to. Reading is contagions- exposing friends to your reading

21
habits can be a great way to help encourage them to pick up a book. If

you have children in elementary school, consider reading loud to them

even if they can read on their own.

Concept of social media- Social Media is the application that allows

users to interact with each other online. It is an online space that is used

by people to connect, share, communicate, establish or maintain

connection with others for various purposes. Social media is an online

platform which enables people to build social networks or relations with

other people who share similar personal or career interests and activities.

Social media can be described as technologies that facilitate social

interaction, make collaboration possible, and enable deliberation among

people at the global level (Tayo, Adebola, & Yahya, 2019). Ezeah,

Asogwa, and Edogor (2013) describe social media as a modern

interactive communication channel through which people connect to one

another, share ideas, experiences, pictures, messages and information of

common interest. Hall (2012) suggest, social media, as a unique form of

communication, integrates multiple sources of legitimacy, and as a result,

presents a unique and important context through which to study the topic.

Ukoha (2015) commonly refer to social media as a set of interned based

technologies/applications, which are aimed at promoting the creation,

modification, update and exchange of user-generated content, while

establishing new links between the content creators themselves. Social

22
media has great role to play in our daily lives by connecting individuals.

Students also use it for multiple purposes. Hung (2010) examined

Taiwanese students in particular and found that they experience feelings

of connectedness and favorability when social networks are used as an

educational tool. Kojo (2018) demonstrate through qualitative and

quantitative measures that a blogging project can lead to a range of

positive outcomes in the classroom. Kojo et al. (2018) explored the use of

a microblogging tool, Twitter, in a business classroom and advocate its

benefits for student engagement in experiential learning. The authors

found that the tool aids in reaching educational goals with particular

benefits in cases where the students interact with the professor on Twitter.

Individuals visit social media sites to engage in many different types of

entertainment and social activity including playing games, socializing,

passing time, communicating, and posting pictures. Though development

of social media assists students in multiple tasks, it can also be one of the

causes that can leads students not engage in their studies due to how they

spend long time on social media. Instead of using it to receive or retrieve

information and/or entertainment only at certain points in time and for a

specific amount of time, many people have now developed the habit of

being online and connected with others almost permanently (Ukoha,

2015).

Social Media And Reading Culture

23
 Kojo and Arthur (2018) Conducted a study on exploring the effects

of social media on the Reading Culture of Students in Tamale Technical

University. Their study sought to explore the effects of social media on

the reading culture of tertiary students in Ghana. The quantitative

approach to data collection and analysis was adopted. Self-administered

questionnaires were distributed to 478 Tamale Technical University

(TaTU) students. The study demonstrates that students are negatively

affected by their constant access to social media platforms. The findings

also revealed that excessive use of social media by students has a

statistically significant impact on the reading culture and to an extent

their academic performance. Since most of the students’ access social

media with a wireless network, it is recommended that authorities in

tertiary institutions must establish rules and regulations that will limit

students’ use of social networking sites during lecture and library

sessions. Their study consequently recommends relative orientation on

when and how to manage social media by students in tertiary institutions

in Ghana. Also, since most of the student’s access social media with a

wireless network, authorities in tertiary institutions should establish rules

and regulations that will curtail or restrict students’ use of social

networking sites during lectures and library sessions. Again, students

must endeavour to use more of their time in reading their books than

social media surfing. Abbas, Aman, Nurunnabi and Bano (2019) carried

24
out a study on the impact of social media on learning behavior for

sustainable education: evidence of students from selected universities in

Pakistan. The study aims to examine the constructive and adverse factors

that impact on students’ minds and how these helped students to share

positive and negative aspects with others. The study adapted the cluster

sampling method, and respondents participated from five selected

regions. Researchers distributed 1013 questionnaires among the targeted

sample of university students with an age range of 16 to 35 years. The

findings revealed that the usage of social media in Pakistan has a negative

influence on a student’s behaviour. Oakhill (2007) Carried out a study on

accessing the world through promotion of a reading culture in Zimbabwe

rural schools: The study explored the collaboration and partnership of a

rural community, parents, schools, local traditional leaders and

international trust organizations in promoting a reading culture in schools

by encouraging the community to develop an interest in books as

resources that can transform their livelihoods. The study used survey

research method. The study found that 90% of the schools have no

reading culture. Only 10% in the selected schools has a better reading

culture as there are a few reading materials.

Thus, it can be concluded that social media have a dual impact on

student achievement, and it is necessary to approach adolescents' use of

social networks with ultimate responsibility. Skinner (2013) carried out a

25
study on Assessment of students’ reading culture in a Nigerian university:

The study assessed the trend of the reading culture of the students of the

Federal University of Agriculture, Abeokuta (FUNAAB), and Nigeria.

The study used a descriptive survey design, and sample was composed of

five hundred and nine (509) students in the first and last years of study

across eight colleges by means of a questionnaire. The findings revealed

that the most preferred language activity was reading with a high

percentage engaging it daily. Most Students only read to pass

examinations as they hardly engaged in any reading outside school books.

The study recommended that, students have to read magazines, novels,

and other recreational materials in order to improve their reading habits.

Tayo (2019) Conducted a research on the impact of Poor Reading

Culture among Selected Secondary School Students in Owo Local

Government Area of Ondo State, Nigeria. The population of the study

was one hundred and twenty while the sample of twenty-five students

was randomly selected from the students and twenty teachers were also

selected from four secondary schools in Owo Local Government Area of

Ondo State, Nigeria. The data collected were analysed quantitatively

using simple percentage. Results of the findings of the study indicated

that majority of the respondent were of the opinion that students from

educated home read fluently than students from uneducated home, it also

revealed that 80% of the respondent believed that parent’s inability to set

26
high standard for students affects their reading performance, it also

indicated that students do not read as much as they are expected to read,

and also students do not have well-equipped libraries to aid effective

reading performance.

Classes of Social Media

There are different classes of social media networks which students

engage. They include

1. Social networks: Facebook, Twitter, WhatsApp, Linkedin

2. Media sharing networks: Instagram, Snapchat, Youtube

3. Discussion forums: Reddit, Quora, Digg

4. Bookmarking & content curation networks: Pinterest, Flipboard

5. Consumer review networks: Yelp, Zomato, Tripadvisor

6. Blogging & publishing networks: Wordpress, Tumblr, Medium

7. Social shopping networks: Polyvore, Etsy, Fancy

The traditional bottom-up view Theory

Schema Theory

Propounded

The propounded of schema Theory is:

Fredric Bartlett (1886-1969)

Bartlett a British psychologist introduced the concept of schema theory in

his 1932 book “Remembering: An Experimental and Social Study”. He

proposed that schemas are mental frameworks or organization of

27
knowledge that help individual interpret and make sense of their

experiences.

Another theory closely related to top-down processing called

schema theory also had a major impact on reading instruction. It

describes in detail how the background knowledge of the learner interacts

with the reading task and illustrates how a student’ s knowledge and

previous experience with the world is crucial to deciphering a text. The

ability to use this schemata, or background knowledge, plays a

fundamental role in one’s trial to comprehend a text.

Schema theory is based on the notion that past experiences lead to the

creation of mental frameworks that help a reader make sense of new

experiences. Smith (1994) calls schemes the “extensive representations of

more general patterns or regularities that occur in our experience” . For

instance one’s generic scheme of an airplane will allow him to make

sense of airplane he has not previously flew with. This means that past

experiences will be related to new experiences, which may include the

knowledge of “ objects, situations, and events as well as knowledge of

procedures for retrieving, organizing and interpreting information”

(Kucer, 1987: 31). Anderson (1994) presents research showing that recall

of information in a text is affected by the reader’s schemata and explains

that “ a reader comprehends a message when he is able to bring to mind a

schema that gives account of the objects and events described in the

28
message”. Comprehension is the process of “activating or constructing a

schema that provides a coherent explanation of objects and events

mentioned in a discourse” (Anderson, 1994). For Anderson and Pearson

(1988), comprehension is the interaction between old and new

information. They emphasize: “ To say that one has comprehended a text

is to say that she has found a mental ‘home’ for the information in

the text, or else that she has modified an existing mental home in order to

accommodate that new information”. Therefore, a learner’ s schemata

will restructure itself to accommodate new information as that

information is added to the system (Omaggio, 1993).

29
 CHAPTER THREE

METHODOLOGY

3.0 INTRODUCTION

In this chapter, we described the research procedure for this study.

A research methodology is a research process adopted or employed to

systematically and scientifically present the results of a study to the

research audience viz. a vis, the study beneficiaries.

3.1 Research design

Research designs are perceived to be an overall strategy adopted by

the researcher whereby different components of the study are integrated

in a logical manner to effectively address a research problem. In this

study, the researcher employed the survey research design. This is due to

the nature of the study whereby the opinion and views of people are

sampled. According to Singleton & Straits, (2009), Survey research can

use quantitative research strategies (e.g., using questionnaires with

numerically rated items), qualitative research strategies (e.g., using open-

ended questions), or both strategies (i.e., mixed methods). As it is often

used to describe and explore human behaviour, surveys are therefore

frequently used in social and psychological research.

3.3 Population of the study

According to Udoyen (2019), a study population was a group of

elements or individuals as the case may be, who shared similar

30
characteristics. These similar features included location, gender, age, sex

or specific interest. The emphasis on study population was constituted

individuals or elements that were homogeneous in description.

This study was carried out to examine the influence of Social Media on

Students' reading Culture in Tertiary Institutions using University of

Ilorin, and Kwara state University, Kwara State as a case study. Staff of

the selected Universities form the population of the study.

3.4 Sampling techniques

A study sample is simply a systematic selected part of a population

that infers its result on the population. In essence, it is that part of a whole

that represents the whole and its members share characteristics in like

similitude (Udoyen, 2019). In this study, the researcher adopted the

convenient sampling method to determine the sample size.

3.5 Sample size selection technique and procedure

According to Nwana (2005), sampling techniques are procedures

adopted to systematically select the chosen sample in a specified away

under controls. This research work adopted the convenience sampling

technique in selecting the respondents from the total population.

In this study, the researcher adopted the convenient sampling

method to determine the sample size. Out of all the entire population of

Staff of the selected Universities, the researcher conveniently selected

one hundred and forty seven (36) participant as the sample size for this

31
study. According to Torty (2021), a sample of convenience is the

terminology used to describe a sample in which elements have been

selected from the target population on the basis of their accessibility or

convenience to the researcher.

3.7 Procedure for data collection

Two methods of data collection which are primary source and

secondary source were used to collect data. The primary sources was the

use of questionnaires, while the secondary sources included textbooks,

internet, journals, published and unpublished articles and Government

publications.

3.8 Method of data analysis

The responses were analyzed using the frequency tables, which

provided answers to the research questions.

3.10 Reliability of the instrument

The reliability of the research instrument was determined. The

Pearson Correlation Coefficient was used to determine the reliability of

the instrument. A co-efficient value of 0.68 indicated that the research

instrument was relatively reliable. According to (Taber, 2017) the range

of a reasonable reliability is between 0.67 and 0.87.

3.11 Ethical consideration

He study was approved by the Project Committee of the

Department. Informed consent was obtained from all study participants

32
before they were enrolled in the study. Permission was sought from the

relevant authorities to carry out the study. Date to visit the place of study

for questionnaire distribution was put in place in advance.

33
 CHAPTER FOUR

DATA PRESENTATION ANALYSIS, DISCUSSION OF FINDING

INTERPRETATION

4.0 INTRODUCTION

This chapter presents the analysis of data derived through the

questionnaire and key informant interview administered on the

respondents in the study area. The analysis and interpretation were

derived from the findings of the study. The data analysis depicts the

simple frequency and percentage of the respondents as well as

interpretation of the information gathered. A total of thirty-six (36)

questionnaires were administered to respondents of which only thirty (30)

were returned and validated. This was due to irregular, incomplete and

inappropriate responses to some questionnaire. For this study a total of 30

was validated for the analysis.

4.1 DATA PRESENTATION

Table 4.2: Demographic profile of the respondents

Demographic Frequency percent

information

Gender

Male 17 56.7%

Female 13 43.3%

Age

34
20-25 9 30%

25-30 8 26.7%

31-35 6 20%

36+ 7 23.3%

Marital Status

Single 19 63.3%

Married 11 36.7%

Separated 0 0%

Widowed 0 0%

Education Level

WAEC 0 0%

BS.c 25 83.3%

MS.c 5 16.7%

MBA 0 0%

Source: Field Survey, 2021

Question 1: What are the types of Social Media frequently use by

students?

Table 4.3 respondent on question 1

Options Yes No Total %

Face book 30 00 30

(100%) (100%)

Twitter 30 00 30

(100%) (100%)

Instagram 30 00 30
35
 (100%)
(100%)

Whatsapp 30 00 30

(100%) (100%)

Field Survey, 2021

From the responses obtained as expressed in the table above, all the

respondents constituting 100% said yes in all the options provided. There

was no record of no.

Question 2: Does the use of Social Media by pupils in Tertiary

institution affect their reading culture?

Table 4.4 Respondent on question 2

Options Frequency Percentage

Yes 13 58.44

No 7 19.48

Undecided 10 22.07

Total 30 100

Field Survey, 2021

From the responses obtained as expressed in the table above, 58.44% of

the respondents said yes, 19.48% said no, while 22.07% were undecided.

Question3: To what extent do pupils visit the library to read books?

Table 4.5: Respondent on question 3

Options Frequency Percentage

Very high extent 20 38.96

36
Low extent 4 25.97

Undecided 6 35.06

Total 30 100

Field Survey, 2021

From the responses obtained as expressed in the table above, 38.96% of

the respondents said very high extent, 25.97% said low extent, while

35.06% were undecided.

Question 4: To what extent do pupils in an institution makes use of

Social Media?

Table 4.6: Respondent on question 4

Options Frequency Percentage

Very high extent 12 51.94

Low extent 8 19.48

Undecided 10 28.57

Total 30 100

Field Survey, 2021

From the responses obtained as expressed in the table above, 51.94% of

the respondents said very high extent, 19.48% said low extent, while

28.57% were undecided.

37
 CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATIONS

5.1 SUMMARY

In this study, our focus was on the effect of Social Media on Children’s

Education in Primary School using institution of Benue State School as a

case study. The study specifically was aimed at highlighting the types of

Social Media frequently use by pupils, find out if the use of Social Media

38
by pupils in institution affect their reading culture, investigate the extent

at which students visit the library to read books, and evaluate the extent

at which pupils in an institution makes use of Social Media. A total of 30

responses were validated from the enrolled participants where all

respondent are drawn from Teacher of school in Benue State.

5.2 CONCLUSION

Based on the finding of this study, the following conclusions were made:

1. The types of Social Media frequently used by pupils are Facebook,

Twitter, Instagram, and WhatsApp.

2. The use of Social Media by pupils in primary school affect their

reading habit.

3. Pupils visit the library to read books to a high extent.

4. Pupils in an institution makes use of social media.

5.3 RECOMMENDATIONS

Based on the responses obtained, the researcher proffers the following

recommendations:

1. Pupils should be encouraged to join English and literary society in

order to develop their interest in reading of books.

2. The School Management should organized a reading competition at the

end of every academic session and award the best readers in order to

encourage students’ reading habits.

39
3. There should be a need of integration of extensive reading in the

minimum standard of School in Nigeria Benue State as an independent

general study course for pupils in order to improve their reading habits.

4. There should be a need to train pupils on how to locate and evaluate

information from the internet that could enhance their reading habits

instead of spending hours on Social Media.

40
REFERENCES

Abbas, J., Aman, J., Nurunnabi, M., & Bano, S. (2019). The impact of

social media on learning behavior for sustainable education:

Evidence of students from selected universities in Pakistan.

Sustainability, 11(6), 1683.

Agbama, D. (2014). Need to promote reading culture. The Nigerian

Observer. Retrieved from

[Link] _observer_20-

01-2014.

Ailakhu, U. V., & Unegbu, V. E. (2017). Librarians’ promotion of

reading culture and student’s responsiveness in selected secondary

schools in Lagos State, Nigeria. Ebonyi Journal of Library and

Information Science, 4(1), 30-42.

Ailakhu, U.V & Unegbu, V.E. (2017). Librarians’ promotion of reading

culture and student’s responsiveness in selected secondary schools

in Lagos State, Nigeria. Ebonyi Journal of Library and

Information Science, 4(1) 30-42.

Aina, A., Ogungbemi, J., Adigun, J., &Ogundipe, T. (2011). Poor reading

habits among Nigerians: The role of libraries. Library Philosophy

and Practice (e-journal), 529(32), 559-572.

Aina, A.J., Ogungbeni, J.I., Adigun, J.A., Akesode, F.A & Ogundipe, T.C

(2011). Poor reading Habits among Nigerians: the role of libraries.

41
 Library Philosophy and Practice (ejournal). 529

[Link]

Aina, A.J., Okusaga, T.O., Taiwo, A. & Ogundipe, T.C. (2011). The role

of library in promoting reading habits among Nigerians. Journal of

research in Education and society. 2(1), 168-179.

Ajumobi, C.J. (2017). Reading as a catalyst. Owerri: TJN Publishers.

Akabuike, G. I. (2017). The power of reading: Insight into the reading

culture among Nigerians. Ansu Journal of Language and Literary

Studies, 1(2).

Akanda, A. K. M. E. A., Hoq, K. M. G., & Hasan, N. (2013). Reading

habit of students in social sciences and arts: A case study of

Rajshahi University. Chinese Librarianship: URL:. an

International Electronic Journal, 35, 60-71. Retrieved from

[Link]

Akindele, N. (2012). “Reading Culture, Parental Involvement and

Children’s Development in Formative Years: The Covenant

University Experience,”. Library Philosophy and Practice, 805.

Retrieved from [Link]

Al Murshidi, G. (2014). UAE University Male Students' Interests Impact

on Reading and Writing Performance and Improvement. English

Language Teaching, 7(9), 57-63.

42
Al-Bahrani, A., Patel, D., & Sheridan, B. J. (2017). Evaluating Twitter

and its impact on student learning in principles of economics

courses. The Journal of Economic Education, 48(4), 243-253.

AlBarashdi, H. S. (2020). Social Networking (SNS) Addiction among

University Students: A Literature Review and Research

Directions. Journal of Education, Society and Behavioural

Science, 11-23.

Amarteifio, G. (2015). Establishment of readers clubs in Basic schools.

Retrieved from:[Link]

Anderson, R. 1994. “Role of the reader’s schema in comprehension,

learning, and memory.” In Ruddell, Ruddell, and Singer 1994,

469– 82

Anyachebelu, F.E, Anyamene, A. & Adebola, H.E. (2011). Strategies for

promoting reading skills for the educational development of

learners in Anambra State, Nigeria. Journal of Emerging Trends in

Educational Research and Policy Studies, 2(4), 211-215

Anyanwu, E. U., Obichere, C., & Ossai-Onah, O. V. (2012). The

challenges of promoting reading culture in Nigerian children

through story hour, book talks and exhibition: a case study of

selected secondary schools in Owerri, Imo state, Nigeria. Library

philosophy and practice, 1.

43
Anyira, I. E., & Udem, O. K. (2020). Effect of Social Media Addiction on

Reading Culture: A Study of Nigerian Students.

Ariffin, R. (1992). Definition of reading. Retrieved from

[Link] 20/04/19Brian, Tracy (2018). The

discipline of Reading. [Link]

Boateng, R. O., & Amankwaa, A. (2016). The impact of social media on

student academic life in higher education”. Global Journal of

Human-Social Science, 16(4), 1-8.

Chettri, K., & Rout, S. K. (2013). Reading habits-An overview. Journal

of Humanities and Social Science, 14(6), 13-17.

Daluba, N. E., & Maxwell, C. E. (2013). Effect of social media on the use

of academic library by students in institutions: A case study of

primary school in Benue state. Academic Research International,

4(5), 536.

Danladi, D.R. & Soko, Y.R. (2018). The role of school libraries in

promoting reading culture among primary school students: A case

study of federal Government College, Jos. Library Philosophy and

Practice (e-journal). 2058

Ezeah, G. H., Asogwa, C. E., & Edogor, I. O. (2013). Social media use

among students of universities in South-East Nigeria. IOSR

Journal of Humanities and Social Science (IOSR-JHSS), 16(3),

23-32.

44
from: [Link] Reading: [Link]

Hall, L.A. (2012). The role of reading abilities in students’ discussions

about texts and comprehension strategies. Journal of Literacy

Research. Retrieved from- The Role of

Reading…[Link]

[Link]

[Link] 21/04/19

Hung, H. &. (2010). Educational use of social networking technology in

higher education. Teaching in Higher Education, 15(6), 703-714.

Igwe, K. N. (2011). Reading culture and Nigeria’s quest for

sustainable development. Library Philosophy and Practice, 482(2),

1-12.

Information and knowledge Management, 1(4):33-40. Retrieved

Issa, A. O. (2012). Reading Interest and Habits of the Federal Polytechnic

Students . International Journal of Learning & Development, 2(1),

470-482.

Jim Rohn (n.d). 12 thought provoking…/[Link]

Jim, Rohn (n.d): Library vibes. Available: [Link]

Kamalova, L. A., & Koletvinova, N. Y. D. (2016). The Problem of

Reading and Reading Culture Improvement of Students-Bachelors

of Elementary Education in Modern High Institution. International

Journal of Environmental and Science Education, 11(4), 473-484.

45
Kojo, D. B., Agyekum, B. O., & Arthur, B. (2018). Exploring the Effects

of Social Media on the Reading Culture of Students in Tamale

Technical University. Journal of Education and Practice, 9(7), 11-

23. Mozee, S. (2012). The impact of social media use on academic

performance at one urban university: A pilot study. Online Journal

of Rural and Urban Research, 2(1), 1-10.

Muhamad, S. N. (2020). Reading interest and its relationship with reading

performance: A study of English as Second Language learners in

Malaysia. Humanities & Social Sciences Reviews eISSN, 2395-

6518.

Muhamad, S. N., Latiff Azmi, M. N., & Hassan, I. (2020). Reading

interest and its relationship with reading performance: A study of

English as Second Language learners in Malaysia. Humanities &

Social Sciences Reviews eISSN, 2395-6518.

Nyam, S. S. (2015). The school library and promotion of reading culture.

Delta Library Journal, 9(1&2), 40-45.

Nyam, S.S. (2015). The School Library and Promotion of Reading

Culture. Delta Library Journal. 9 (1&2), 4-45.

Oakhill, J. V., & Petrides, A. (2007). Sex differences in the effects of

interest on boys' and girls' reading comprehension. British Journal

of Psychology, 98(2), 223-235.

46
Ogbonna, I. M. (2014). Books, libraries and reading in the digital age.

Enugu: EminotaPublishers.

Ogbuiyi, S. U., Oriogu, C. D., Momoh, I. A., & Ogbuiyi, D. C. (2013).

Information literacy skills and awareness of electronic information

resource of library users in Oyo State Public Library, Nigeria.

Information Impact: Journal of Information and Knowledge

Management, 5(1), 1-14.

Ogugua, J. C., Emerole, N., Egwim, F. O., Anyanwu, A. I., & Haco-

Obasi, F. (2015). Developing a reading culture in Nigerian

Society: Issues and Remedies. Journal of Research in National

Development, 13(1), 62-67.

Ogugua, J. C.-O. (2015). Developing a reading culture in Nigerian

society: issues and remedies" . Journal of Research in National

Development (JORIND, 13(1), 6267.

Ogugua, J.C., Emerole, N., Egwim, F.O., Anyanwu, A.I. & Haco-Obasi,

F. (2015). Developing a reading culture in Nigerian Society:

Issues and Remedies

Oji, S.E. & Habibu, I, (2011). The role of public libraries in promoting

habits among children and adolescents in Nigeria.

Oldmeadow, J. A., Quinn, S., & Kowert, R. (2013). Attachment style,

social skills, and Facebook use amongst adults. Computers in

human behavior, 29(3), 1142-1149.

47
Omaggio, M. A. 1993. Teaching language in context. Boston: Heinle and

Heinle.

Onuoha, U. D., & Saheed, F. O. (2011). Perceived influence of online

social networks on academic performance: A study of

undergraduates in selected universities in Ogun State, Nigeria.

Information Manager (The), 11(1-2), 6-13.

Owusu-Acheaw, M., & Larson, A.G. (2014). Reading habits among

students and its effect on academic performance: A study of

students of Koforidua Polytechnic. Library Philosophy and

Practice (ejournal), 1130. Retrieved from

[Link] Oyewole. (2017).

Impact of poor reading culture among selected secondary school

students in Owo local government area of Ondo state, Nigeria .

Developing Country Studies, 7 (10), 88 – 101.

Palani, K. (2012). Promising reading habits and creating literate society .

International Reference Research Journal III, 2 (1), 91. Ruterana,

P. (2012). Enhancing the culture of reading in Rwanda: reflections

by students in tertiary institutions. Journal of Pan African Studies,

5(1), 36-54.

Samuels, S. J., and M. L. Kamil. 1988. “Models of the Reading Process.”

In Carrell, Devine, and Eskey, eds. 1988. 22– 36.

Seuss, T.G (n.d) 5 Dr. Seuss Quotes about reading/imagine forest.

48
Skinner, D., & Howes, B. (2013). The required textbook friend or foe?

Dealing with the dilemma. Journal of College Teaching &

Learning (TLC), 10(2), 133-142.

Stanovich, K. E. 1980. “Toward an Interactive-Compensatory Model of

IndividualDifferences in The Development of Reading Fluency.”

Research Reading Quarterly16 (1): 32-71

Tayo, S. S., Adebola, S. T., & Yahya, D. O. (2019). Social Media: Usage

and Influence on Undergraduate Studies in Nigerian Universities.

International Journal of Education and Development using

Information and Communication Technology, 15(3), 53-62.

Tierney, R. J., and P. D. Pearson. 1994. “Learning to learn from a text: A

Framework for Improving Classroom Practice.” In Rudell,

Ruddell, and Singer, eds. 1994. 496– 513.

Ukoha, E. (2015). Impact of writing on improving the reading

competence of Nigerian adolescents )659-66. International journal

of technology and inclusive education (IJTIE), 4(2), 659-665.

Wakefield, R., & Wakefield, K. (2016). Social media network behavior:

A study of user passion and affect. The Journal of Strategic

Information Systems, 25(2), 140-156.

49
APPENDIXE

QUESTIONNAIRE

PLEASE TICK [√] YOUR MOST PREFERRED CHOICE(S) ON A

QUESTION.

SECTION A

PERSONAL INFORMATION

Gender

Male ( )

Female ( )

Age

20-25 ( )

25-30 ( )

31-35 ( )

36+ ( )

Marital Status

Single ( )

Married ( )

Separated ( )

Widowed ( )

Education Level

WAEC ( )

BS.c ( )

50
MS.c ( )

MBA ( )

SECTION B

Question 1: What are the types of social media frequently use by

students?

Options Yes No

Face book

Twitter

Instagram

WhatsApp

Question 2: Does the use of social media by students in tertiary

institution affect their reading culture?

Options Please tick

Yes

No

Undecided

Question3: To what extent do students visit the library to read books?

Options Please tick

Very high extent

Low extent

Undecided

51
Question 4: To what extent do student in tertiary institution makes use of

social media?

Options Please tick

Very high extent

Low extent

Undecided

52