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An Examination into the Inculcation of Readership in Egerton University Students
ByWambura Boke Joyce, Egerton University
AbstractAcademic success at the tertiary level is a result of several factors, which include effective teaching, use of appropriate study strategies and students’ personal characteristics. However, reading is the backbone of academic success. To master the requisite knowledge, skills and attitudes, the students need to develop a self-driven urge to research. This entails a passionate love for reading and access to the relevant resources. However, owing to the current deplorable state of libraries in Kenyan public universities, students have limited access to relevant reading resources. The libraries in public universities are stocked with obsolete learning materials, which have been badly mutilated. The problem of lack of relevant reading resources in the libraries has been worsened by the steadily increasing enrolment and shortened semesters. This study investigated the reading culture of students in Egerton University. The study was designed to examine the constraints to students developing reading habits and the measures that can be taken to address the identified constraints. The population of the study comprised of students, lecturers, administrators and workers in Njoro, Kisii and Laikipia campuses. Stratified random sampling was used to select respondents for the study. Data was collected by means of questionnaires and interview schedules. Data analysis was done using SPSS. The data was presented using charts and tables.
The study found out that reading is not a leisure activity and a continuous process for students at the university and that students mainly read when they are preparing for continuous assessment tests (CATs), and when they have an assignment or in preparation for the final examinations. The study also found that lecturers do not motivate the students to read. Further, the study found that the poor reading culture in the university can be attributed to the inadequate libraries, lack of reading materials, reduced semesters, too many assignments and overloaded curricula at university. The study recommends that the courses offered and teaching strategies should be tailored towards encouraging student readership. It is further recommended that the university library system be expanded and that current book and periodical library collections are continuously replenished.
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CHAPTER ONE
INTRODUCTION1.1 Background
Reading is an essential part of one’s life. No one has ever been an academic achiever
minus reading. The reading culture greatly influences the quality of graduates from any
institution of learning. According to Dewey and Kneller (1984), a young person is
naturally predisposed to learn whatever relates to his interests depending on how he
values what he learns. Learners should be able to see the relevance of whatever they learn
to their own life (Kneller, 1964). Therefore learning is at the disposal of the learner and
its natural and human to think that students should read what they have desires in, when
they have the desire and how they like it to be done. However, they don’t realize what
their goals were neither do they meet the expectations of lecturers, parents and labour
market. This is therefore an observation that inevitably calls for an in-depth investigation
of this nature so as to have an in-depth understanding of reading culture and how to
develop it for academic achievement. Education is a key to development and
advancement of nations. The Educational trends in the 1990s were not promising the
gains of the first two decades after independence were not sustained. It is evident that
people have lost interest in. Even those who read spent much lesser time compared to 25
years ago (IFLA, 1998). The question is what has made people to stop being good
readers? The factors that seem to hinder a good reading culture for academic success
emanate from economic constraints, education functions, students perception of what
they are pursuing, administrative factors and learning environment. Keith (2005) in an
article entitled “ promoting reading could be answer’’ acknowledges that reading
demands sustained concentration and logical reasoning promotes continuity. This leads
to gradual accumulation of knowledge and sustained exploration of ideas. It is thus
imperative that universities sustain up to date training for them not to loose touch with
this noble aim
It can be generally agreed that the universities’ role in addition to disseminating knowledge is
to nurture the passion of exploration and innovation. Summer (1987) writes that a vision is a
wise understanding or an idea in mind of how the future should be while a mission is a
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particular work that an individual or an institution believes that it is a duty to do. The university
would like to do what the time demand of them, that is contributed to the well being of the
society and according to enrich, teach research and provide service to the community. This
mission can only be realized through teaching, research, library services, repository and
preservation of information. Under the umbrella of education all these can be achieved only
through reading. According to the Kamunge report (GOK, 1988) some of the objectives of
universities in Kenya are to develop, advance preserve and disseminate knowledge and
stimulate intellectual life, to train and prepare high level man power needed for development, to
provide through research and consultancy, knowledge skills and service to the community by
helping solve problems that face the society and to assist the government in achieving its
planned development of higher education (pg69). All these are realized by producing graduates
with a potentiality and capability to work excellently. For these noble objectives to be realized
and effectively sustained there is need for a well established reading culture because it is
through this that knowledge is developed and erudition advanced. This study primarily
examined the state of the reading culture, the meaning of reading culture as away of realizing
academic achievement. It also examined the factors that inhibit achievement of a good reading
culture among undergraduate students in Njoro, Kisii and Laikipia campuses of Egerton
University. The study further looks at how the identified factors can be managed.
1.2 Statement of the problem
To master the requisite knowledge, skills and attitudes, the students need to develop a
self-driven urge to research. This entails a passionate love for reading and accessibility to
the relevant resources. The current situation in the Kenyan universities is nothing but
deplorable. The libraries are stocked with obsolete learning materials which have been
badly mutilated. This has been worsened by the steadily increasing enrolment and the
shortened semester. Students are therefore forced to compete for limited resources against
limited time and purely concentrate on passing examinations. The lecturers on the other
hand are unable to give students research work due to pressure of time and student
numbers. All these contribute to a serious lack of readership amongst university students.
This study examined the situation in Egerton University with special focus on the
students and lecturers.
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1.3 Purpose of the Study
From the background information it is clear that the objective of the university education
are geared towards meeting the goal of producing a well read person however there have
been complains amongst the undergraduates, lectures and from parents and the public
that Egerton does not provide quality degrees infact some graduates have been denied job
opportunities and their colleagues from Nairobi university offered such, on the basis that
they are from Edgerton. This dissatisfaction is an indication that there is a mismatch
between inputs and the expected output that is, what is provided for students to perform
well together with what they contribute, and what they come out with for example if a
student’s goal is to achieve a first class honor degree and he works hard to attain his goal
and every important requirement is provided he will get it but if the two (hard work and
provision) are not there he will not. For this reason there is need to critically investigate
the cause of a poor reading culture as one of the hindrance to academic achievement and
realization of individual goals in Egerton university’s Njoro , Laikipia and Kisii
campuses- in order to realize the measures that can be under taken to improve the
situation.
The study, therefore gives an insight into the state of reading habits it the university and
in doing so benefit the student by assisting the revisit their individual readership skills.
The lecturer will also profit from the research as they are major players when it comes to
the academic development of the student. The lecturer will hence be more sensitive in the
giving assignments that foster a reading culture in their students. With the knowledge of
the state of reading culture in the institution the university administration will be able to
come up with policies and strategies that promote self reading.
1.3 Objectives of the study
The specific objectives of the study were:
i. To determine the opinions of students, lecturers, librarians and
administrators on the reading culture in the university.
ii. To determine what motivates students to read
iii. To determine which type of materials students read most
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iv. To determine when students read most
v. To identify measures to be undertaken to develop and sustain a reading
culture in the university.
1.4 Research Questions
The research was guided by the following questions:
i. What is the opinion of students, lecturers, librarians and administrators
on the reading culture in the university?
ii. What motivates students to read?
iii. Which type of materials do students read?
iv. When do students read the most?
v. What measures can be undertaken to develop and sustain a reading
culture in the university?
CHAPTER TWO
LITERATURE REVIEW INTRODUCTION2.0 Introduction
The major concern of this chapter is literary survey relevant to the area of study. The
chapter is divided into subsections that will run an overview of an understanding of the
reading culture, works that have been written on the rate of reading among individuals,
the role of the university and the library in fostering reading and suggestions made on
developing and enhancing the reading culture in students.
2.1 An Overview of the Reading Culture
Education is a system of training and instruction aimed at providing knowledge and
skills. It involves acquisition of knowledge, abilities and development of characters and
mental powers (Makotsi, 1992). Unlike informal education which was practiced by our
forefathers and which was done orally and passed by word of mouth from generation to
generation modern formal edition depends on written works and thus requires reading
materials published or not for it to be complete and have meaning for the recipients.
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Modern education will not be easy to impact without books used by teachers and
students. Printed materials are much easier to handle and utilize and therefore even in
these era on computers play a major role of passing information to learners’ books are
still a convenient means of study and learning. One can carry a book on almost anywhere
and because education is life, reading is thus an essential part of ones life. To read is to
collect the meaning of; to learn from written or printed matter or to study. Reading means
the study of books. Culture is a type of civilization. For the purpose of the study reading
culture will be understood to mean having an interest in studying of books, especially for
not only academic excellence but also for leisure time.
In Netherlands, a research was carried out to find out what individuals would carry if they
were banished to a deserted island if allowed one thing. The findings showed that 43% of
the interviewees would carry a television set, 17% a radio, 17% a stack of magazine and
none mentioned that they would take a book. This is strange because a book has
everything. This reveals how people treated reading and how there is dire need to
promote reading all over the world. In Netherlands, people rarely read and those who do
spend a smaller part of their leisure time doing so as compared to 20 years ago. People
are reading less than they used to do in spite of a higher level of education. It is therefore
feared that this will have a negative effect on people because there will be a split between
those who have access to information and book culture and those who don’t. The Dutch
government provides all aspects for reading and encourages people to read more on
quality works. The Dutch are encouraged to read not only books, and literature, be it
fiction or non-fiction, but also newspapers and magazines (IFLA, 1998).
Reading has a relatively short history in Africa. It is a product of colonization and
missionary activity. The missionaries, more than any other agency, did much to
encourage reading so much that in most African languages the word of ‘reader’ is
synonymous to Christian. After the Second World War, the speed of nationalism and the
results of struggle for independence increased African awareness of the value of
education, but this was not realized until after independence. The new African
government inherited this ‘hunger’ for education and responded by setting up new
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schools. International involvement in the book and reading situation manifested itself in
various ways since UNESCO convened the meeting of African book expects in Accra in
1968. Reading has not developed so much in Africa because of three main obstacles i.e.
languages illiteracy and underdeveloped readership (Chakava, 1996). Africans do not
continue with reading once formal education is completed. Africans have negative
attitude towards the books because of its history in the countries that is people were
forced to read books and they were not introduced to reading as something to derive
pleasure from. They therefore prefer gaining pleasure form oral and performing arts like
talking, singing, dancing and socializing rather than from private and individual pre-
occupation of reading a book. Even though Africans don’t read for pleasure, the situation
is changing fast as indicated by a Readership survey conducted in Nigeria, Benin, Ghana
and Kenya. Many young people are now reading for pleasure and that many Africans
continue reading after their formal education but still the expectation has not been
achieved.
The British Broadcasting Cooperative (2005) reports that access to books in Africa is
often difficult and expensive and only a few countries like Kenya, South Africa and
Nigeria have a noteworthy book trade. The government is always the biggest procurer of
books which are often textbooks for schools. It has been observed that there are
individuals who have read their first book when they got into secondary school. In
Nigeria, Gibongi (1998) notes that the reading culture has greatly deteriorated that to a
great extent it has affected the quality of graduates from the nation’s institutions of higher
education. The most somber ailment experienced is hat there is no reading community
and the grammar that the graduates speak is worrisome. It only leaves one wandering
about what has gone wrong with the reading culture. Reading has achieved an image of
being a dull activity to undertake. Te student population in Nigeria is described as a very
individualistic, mobile and zapping generation which does not see reading for pleasure as
a thing to do because it takes time and you need consultation before it ‘hits’ you. This is
associated neither with poor quality of education in the universities, nor with the teaching
level in the state but with the image the students have formed about reading. Ochuodho
(2005) writes that the love of books and reading is not a predominantly strong attribute
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for Kenyans. This is verified by the fact that the number of books published each year is
quite low compared to the increasing level of literacy rate in the country or the number of
books published in other countries. The level of literacy in Kenya is adequate to support
and sustain book publishing business ten times than what it is now. This could only be
achieved if book-reading habit in the country was stronger and widespread.
2.2 Universities and the part they play in Readership: An appraisal of Egerton
University.
Egerton University is the oldest institution of higher learning in Kenya. It was founded in
1939 as Egerton farm school and was upgraded to an agricultural college in 1950. In
1986 the agricultural college become a constituent college of the university of Nairobi .It
was elevated to a university in 1987 through an act of parliament since its inception the
university has registered significant expansion in student numbers from 3 in 1939 to
10,098 currently and a staff of 2,201. The university has expanded in academic programs
and physical facilities (standard, 2005). The university offers courses in arts and social
sciences, agriculture, education and human resources and in science. Its objectives
include providing, in collaboration with other institution of higher learning, facilities for
university education and integrating of teaching, research and effective application of
knowledge and skills to the life work and welfare of citizens of Kenya (E.V, 1992).
(Egerton 2002) Being an institution of higher learning, Egerton University has a mission
to accomplish and that is to research, teach, provide service to the community, to
disseminate store and create new knowledge(Egerton 1999) and definitely to provide
qualified personnel and man power for the demanding work market. Nevertheless, this
mission has not been realized as would be expect since Egerton has been having
problems related to academics, students’ learning and reading in general.
First was the sex for marks scandal in laikipia campus that led to sucking of four lecturers
in 1999. During the scandal in the university administration managed to unmask cases of
lecturers with fake degrees, in addition to this, there have been cases of diploma students
being registered with fake K.C.S.E results slip only to be deregistered once they are
found out (standard 2002). Secondly, there has been cases of students failing exams and
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having to take supplementary papers and special exams, the issue of these exams has
been so vexing that the students sought the audience of the Vice Chancellor hoping to
convince him to shelf the system of resits. This has led to demonstrations by students and
subsequent closure of the campuses as recent as 2005 in Laikipia campus. High education
costs are a hindrance for willing students and courses are not tailored to fit regular
modules (D.N., 2004). In addition to these problems, learning inconveniences make
parents enroll their children in foreign universities such as in Uganda, Tanzania and
United States of America. In fact, indiscipline among students in the local universities
has made it hard for some graduates to secure promising job opportunities after their
studies. It is unfortunate that learning institutions which could promote book reading
seem to aggregate the situation by becoming more exam-oriented to an extent that most
students hardly go beyond notes or prescribed books. This is an issue among
undergraduates in Kenyan universities. From the above, a research is therefore necessary
so that we can gain an in depth understanding of the issues such that once a reading
culture is developed such problems will be done away with. There is need to develop a
reading culture in the university and this will be a measure to curb many evil and promote
the quality of graduates from the university.
2.3 The Library and Reading Culture
Education is an asset, which comprises learning by oneself and the use of whatever
resources that are available. The library, according to Mareri (2003), is a collection of
books and other non-book materials kept in a given place for reading, study or
consultation. These collections of materials are arranged in a systematic way to enable
easy borrowing and returning. The knowledge collected is organized and disseminated
for the benefit of mankind. A library is one important area in education facilities without
which the learning process cannot take place at a satisfactory level. This is because the
library fosters self learning. A library is a means to an end and not an end in itself. It’s
mission and aim is that of the institution it serves. It enables one to realize his or her best
self and greatest social efficacy, wide reading, consultation of raised references and
investigation of many sources of information. It is through the library that students find
self realization, gain insight in human relations and have practical illustrations of
9
responsible citizens (Lowrie, 1970). According to Scott (1967), the aim of the library is
to help the reader to make the best of it to acquire of what books mean to him or her both
for serious study and for recreation. The library offers both materials for serious study
and opportunities for relaxation in one way or another. Thairu ( ) sees a library as the
data store of recorded intellectual experience of all ages and all mankind while Njonjo ( )
describes it as mines of information. Some of a library’s functions include collection of
sources of information, organization of these information, retrieval and dissemination,
taking care of, and preservation of information for extensive reading. This extensive
reading facilitates self-reliance and creates individual thinking habits. Kavulya (2006)
stresses that libraries play a key role in the development and success of higher education.
A well managed library is organized and because it has many materials that a student is
not able to purchase for oneself it provides a cheap way of spreading knowledge where
money is unavailable to buy books for all students. It also offers a good environment for
reading. Therefore, the library is equally important as much as students need to read.
However, the situation in the libraries in the Kenyan institutions of higher learning is that
materials with current information are not available, lack internet and other related
technological services. In many parts of the developing world there is a near total
collapse of university libraries and information services (Kavulya, 2006). The rise and
fall of African libraries has been appositely expressed by Zeleza (1997).
According to UNESCO (1995), the economic situation in many developing countries
libraries have not been allocated funds to purchase books and other materials. This has
had a damaging effect on training and research capacities. In countries such as Kenya,
where universities are funded by the government, private and international agencies,
libraries have to cope with increasing demand without compromising the quality and
relevance of teaching and research. Nderitu (2004) acknowledges that much needs to be
done to these libraries so as to transform the local institutions of learning into fountains
of knowledge and centers of academic excellence.
2.4 Developing and Encouraging a Reading Culture
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Work by Todoro (1977) shows that university learning techniques that remain the same
for a long time, for instance the rote method of cramming and student’s tendency of
forgetting all that was learned once the examination menace is over, are some of the bad
habits witnessed in universities. This is an indication that students are used to a small area
of concern and spoon feeding, they know that lecturer teaches only what they have set,
and thus there is no need to read. The nature of the examination set is not an evaluation of
student’s intellectual ability, power of thinking, reflection and thinking. But rather it is
examination of resourceful deception and superficial cleverness. This type of approach to
education and evaluation does not seem to augur well with enhancing good reading habits
amongst undergraduates, it encourages reading for exams. Kavulya (2006) points out that
there is an increasing dependence on lecture notes and handouts. These methods are
believed by the undergraduate students to be more reliable than visiting the library to
hunt for more information. It is reported that in Kenyatta University and Moi University
50% and 75% of the lecturers actually visit the library.
Nilson ( ) points out that students differ from each other physically in their inborn
intelligence and special aptitude temperament is the expression of those mental and
emotional qualities that do not depend on intelligence. We can’t discovery person’s
temperamental qualities until we see them and however much we say that performance is
not an indication of competence, a person does not achieve academic success minus
reading. Students, lecturers and the administration contribute to the problem of non-
reading. Nilson ( ) proposes understanding of student behaviour and assigning work that
will motivate and teach the student to read. Kavulya (2006) suggests that good policies
and planning should be put in place. These policies will ensure that the most up to date
information is obtained. Libraries in Kenya should start and continue to collect
information sources, both in print and electronic form, that will support learning, teaching
and research. Documentation and statistics on library expenditure and collection growth
should be regularly assembled. It is crucial that the attitudes and practices that surround
university libraries, teaching strategies and motivation to read in Kenya are examined.
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CHAPTER 3
METHODOLOGY3.0 Introduction
This chapter examines the methodology employed in the study. It therefore has sections
that describe the research design, the location, population and sample size, the
instruments and methods that were used in collecting and analyzing data.
3.1 Research Design
The study employed the qualitative approach as the research design. The design was
engaged because, as noted by Ngimwa (1996), it facilitates extensive probing into the
research subject and enables obtaining of relevant information.
3.2 Research Location
The research took take place in Egerton University. The university has several campuses
namely: Njoro, Laikipia, Kisii, Nakuru Town, Kenyatta and Chuka. Njoro, Laikipia and
Kisii campuses mainly accommodates both module I and module II students while
Nakuru Town, Kenyatta and Chuka campuses cater for module II students. This study,
however, concentrated on collecting data from Njoro, Laikipia and Kisii campuses.
3.3 Research Population
The population comprised of students, lecturers, librarians and
administrators from the three campuses. The student and lecturer population in the
campuses is summarized in the table below.
CAMPUS STUDENT
POPULATION
LECTURER
POPULATION
NJORO 5934 420
LAIKIPIA 873 62
KISII 227 48
TOTAL 7034 530
3.4 Research Sample Size
The study interviewed a librarian and an administrator in each campus. Through random
sampling the sample size, as represented in table 2, was arrived at.
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CAMPUS STUDENT
POPULATION
LECTURER
POPULATION
NJORO 201 20
LAIKIPIA 65 11
KISII 34 6
TOTAL 300 37
3.5 Instrumentation
Questionnaires and interviews were employed in collecting data from respondents. The
questionnaires gave the respondents ample time to respond to the items freely without the
researcher’s influence through probing. Interviewing on the other hand provided the
researcher with an avenue of obtaining additional relevant information from key
informants. The instruments were designed by the researcher. The investigator came up
with two sets of questionnaires, one for the students and another for the lecturers. The
librarians and administrators were interviewed. The students’ questionnaire was designed
to establish the students’ perception on reading culture, their reading habits and
constraints they experience in their efforts to attain better readership behaviour. The
lecturers’ questionnaire ascertained the lecturers’ opinion on their students’ reading
culture and suggested methods that could be engaged in improving student readership.
The administrators provided information on the strategies the respective segments of the
university have put in place to develop and sustain a healthy reading culture among the
students. The librarians on the other hand supplied information that enabled the
answering of how frequently and when students visited the library and the types of
materials they borrowed the most.
3.6 Data Collection Procedure
Data was primarily collected through the constructed questionnaires and the
conducted interviews. With the help of two assistants the researcher distributed the
questionnaires to the respondents. The student and lecturer respondents were allowed a
time of one week period to respond and return the questionnaires to a designated location.
The researcher carried out the interviews.
3.7 Data Analysis
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The study utilized the descriptive methods of data analysis. This involved the use of
tables, percentiles and intensive writing. Results comprised of a mixture of prose, tabular,
charts and other diagrammatic forms. Table 3 illustrates the summary of the analysis per
research question.
RESEARCH QUESTION INDEPE
NDENT
VARIABLE
DEPENDE
NT VARIABLE
ANALYSIS
TOOL
What is the opinion of
students, lecturers, administrators and
librarians on the reading culture in
Egerton University?
Reading
culture
Perception Descriptive,
percentiles, charts
and tables.
What are the motivating
factors that lead to student readership?
Motivatin
g factors
Student
readership
Descriptive,
percentiles, charts
and tables.
When do students read most? Time
factor
Student
readership
Descriptive,
percentiles, charts
and tables.
What kind of reading material
do students prefer?
Reading
material
Preference Descriptive,
percentiles, charts
and tables.
What are the constraints
experienced in the development and
sustainance of the reading culture in the
university?
Reading
culture
Constraints Descriptive,
percentiles, charts
and tables.
What measures can be
undertaken to manage the constraints?
Measures Constraints Descriptive,
percentiles, charts
and tables.
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CHAPTER 4RESULTS AND FINDINGS
4.1 Introduction
This chapter presents the findings of the study carried out at Egerton University (Njoro,
Laikipia and Kisii Campuses). The research was carried out among undergraduate
students, lecturers, administrators and librarians with the intent of investigating the
students’ reading culture and their perception of their reading, it was also meant to seek
the opinion of lecturers, administrators and librarians on the reading culture of students
and whether students read as expected. A sample of 300 students was obtained from the
student’s population and questionnaires administered. Structured interviews were
conducted with heads of departments and librarians to elicit more detailed information
about the reading culture.
The purpose of the study was to find answers to the followed questions:
i. To determine the opinions of students, lecturers, librarians and
administrators on the reading culture in the university.
ii. To determine what motivates students to read
iii. To determine which type of materials students read most
iv. To determine when students read most
v. To identify measures to be undertaken to develop and sustain a reading
culture in the university.
4.2: Perception of Reading Culture
Generally the Egerton students perceive reading culture as the “reading habits” that one
puts in place for academic excellence, that is, the consistency, love and passion of
reading. However some understand it as the mode of reading and attitude towards reading
for pleasure, the consistency to study with a purpose and a goal. Macdonald (1974) views
reading culture as the “regular tendency in reading behaviour”, that is, preference to read
and disposition degree in reading. Most students and lecturers rate the reading as fair very
15
few said it is good and some said it is poor, therefore students perceive themselves as fair
readers. Table 3 below summarizes the findings of responses to questions of how students
rate their reading.
Table 3: Rating of the current reading culture in Egerton
Responses Fair Good V. Good Poor V.GoodStudents 38.6% 21.5% 2.7% 10.6% 3.1%Lecturers 60% No response No response 40% No response
The information gleaned from the questionnaire revealed that students reading is fair
because, they only read more during exam time, when they have continuous tests and
when they have been given an assignment; their reading is thus exam oriented. Again
there are no relevant materials to read. The books in their libraries are old and outdated
and there are no computer services to offer on-line materials, the semesters are short with
clash activities students have so many activities to attend to in so limited a time thus find
no time to read, this results in their reading notes and only during exams.
4.4: STUDENTS’ FREQUENCY OF READING
The information gleaned from the questionnaire revealed that while many students
preferred spending as much as 4 – 6 hours per day on reading, yet the breakdown of the
responses indicated that 30.4% of them spent this amount of time on text books, 22.2%
on magazines and newspapers, 13.0% on novels and 8.2% on journals. Majority (38.7%)
read lecture notes. It was found that, the preference to read lecture notes comes about
because lecturers usually set what they have tought and students “don’t want to get
supps” thus they read what they will answer in exams and CATs in order to pass. Those
who read novels were mostly literature students and magazines and newspapers were
read for pleasure and when one was tired.
Those who read textbooks and journals did so when there was an assignment where they
had to do research from the texts and give references. However some said they preferred
lecturer notes because the texts are not summarized they are outdated and without current
information and as Chakava (1996) notes, people don’t love reading books they dread
16
detailed readings. Students usually prefer reading simple material (notes) because reading
a text requires concentration before it hits you (IAA 1998).
4.5: STUDENTS’ PREFERENCE ON TIME FOR READING
The findings revealed that most students read when there is an exam, a CAT or an
assignment, some read at night and others during the day while very few read at the
beginning of the semester. Table 4 shows the summary of the percentages of responses to
questions of when students read most.
Table 4: Students’ reading time
Reading time Responses
Night 28.7%
Day 23.2%
Beginning of
semester
6.1%
Before exam, Cats
and assignments
52.2%
The reasons for reading more at the end of the semester just before exams were that,
students want to recall everything during exam since they “fear failing”. The preference
to read at night was due to the fact that during the day students attended lectures which
usually from 8.00am to 5.00pm they participated in games and other sporting activities,
also at night there are no disturbances and disruptions thus the “brain is at high
concentration. Those when read during the day preferred it because at night there were
blackouts and “night is for rest or sleeping”.
It was revealed from the findings that majority of students read from the library, some
read in their rooms, a few read from lecturer halls and theatres while very few did it
under trees. Those who chose to read from the library gave reasons that ranged from
conducive environment, that is, there is no noise, and everyone is busy. There are
comfortable seats and tables and availability of materials for reference.
17
However those who read from their rooms said the library is very cold with a lot of
displacements and a lot of noise due to movements, thus they prefer the rooms because
they are warm and once one is locked in, they are “fully concentrated”. Reading from the
lecturer theatres was found to be convenient especially for group discussions and when
the library is full and one could not read from the room due to loud music being played
from neighbouring rooms. Those who preferred reading from under trees said that they
just like nature and watching natural objects gives them motivation to read. A summary
of percentages of students’ responses to their preference on reading environments is
shown in the table below.
Table 5: Students’ preferred reading environment
Reading
environment
responses
Library 50.5%
Room 24.2%
Lecture halls 7.8%
Under tree 4.1%
Again, the findings revealed that most students preferred to read in total silence and
alone, while at the same time others read with background low tone music some preferred
group discussions while very few read from where there is a lot of activity. Table 6
shows percentages of the responses to the questions on the reading accompaniments that
students preferred to have.
Table 6: Reading accompaniments
Accompaniment Response
Total silence 44.4%
Alone 21.5%
Music 15.0%
Group discussion 14.3%
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Activity 2.0%
Mareri (2003) states that a library being a collection of books. Organized and
disseminated is the best place for gaining knowledge because there, the mind is tuned to
do nothing else but read; it’s a means to achievement. Its infact through the library that
students gain insight and self-realization to interact with books (Lowxie, 1970). The
library is a data store of intellectual experience thus students preferred reading from the
library is deemed worth.
4.6: Students motivation to read
The questionnaires findings revealed that most of the students were aware of their roles
as students and showed positive attitude towards reading, however majority, that is
51.2% are motivated by exams CATs and assignments while 36.9% read generally for
general knowledge and only 15.0% read for pleasure hence a coordination can be found
between the reading of notes more and little reading of magazines, newspapers, novels
and reading at the end of the semesters and just before exams to be caused by the exam
motivation. The findings revealed that students are not motivated by their lecturers to
read and again, lecturers are not good role models in their reading as indicated in the
table below
Table 7: Lecturers as Role Models
Lecturers are good models Responses
Disagreed 29.0%
Agreed 16.7%
Not sure 16.4%
Strongly Agree 9.6%
Strongly disagree 5.5%
Most students disagreed that lecturer motivate them and note model them citing reasons
like, lecturers only duplicate what’s in the textbooks and render it in class, they only
dictate notes without explaining some give skeleton notes and are not devoted to their
work others are drunkards and miss lectures only to hurry through the course at the end of
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the semester, others give leakages to their students while male lecturers hunt for ladies
whom they give marks in exchange for sex. This was therefore not a true picture of what
a “read” lecturer should be, from it students indicated that if that is what being read
model one to be “let it stay”.
However, some agreed that lecturers are motivators and good sole models in their reading
because, they are very educated and have acquired academic titles like some are doctors,
professors, they encouraged students to read not only for exams but for professionalism,
some even go to the library to read thus being an example of success and humility. Most
students cited Rev. Dr. Lumbasi as their role model and motivator in reading saying that
when they found him in the library seriously reading they got the motivation to read.
On their part, lecturers gave information that; they encouraged students to read more
through setting of challenging question and giving more assignments. However they
don’t monitor students reading and give a one to one advice on how to achieve the best
reading culture.
From the lecturers questionnaire it was revealed that from their views students don’t read
as expected. But again the findings showed that they don’t motivate/influence the
reading because 100.0% of them give only two CATs per semester and one exam, while
40.0% give 3 assignments and 20% gave five and this were given in middle of the
semester and at the end this gave a clear picture of only students did not read at the
beginning of the semester and only read before exams and during CATs and assignments.
However the same lecturers who revealed that students don’t read as expected said that
the general performance of their students was good.
The table below shows a summary of the responses to the questions on what motivates
students to read and how the lecturers view the general performance of students.
Table 8: Students motivation to read
(i) Student Motivation
Motivation Responses
Exam 51.2%
20
Knowledge 36.9%
Pleasure 15.0%
To most lecturers the environment does not enable them to motivate students citing
reasons like heavy leading, reduced semesters thus they lacked time to even guide their
students on what to read and how to develop a good reading culture. Theirs was just to
teach what they expect to set and don’t bother students with a lot of research works
because to them time is limited for marking.
(ii) Lecturers rate on performance of student
Performance Responses
Good 80%
Fair 20%
4.6: Causes of a poor reading culture
Students reported that there are constraints that hinder them from achieving a good
reading culture; their responses were similar to these of the lecturers and same to the
interview findings from administrators/heads of departments and from librarians. Among
the constraints were lack of relevant and current materials to read; small library that
cannot accommodate a large number of students’ population, shortenned semesters and
exam pressure; lack of conducive environment in the campuses to read from. In addition
to the above, the lecturers agreed that they give notes to students a fact that has made
students to be dependent. The summaries of the percentages of the responses to questions
on the causes of a poor reading culture are shown in table 9 below the percentage shown
shows those who agreed on the causes.
Table 9: Constraints to developing a good reading culture
(i) Students
Constraints Responses Small library 52.2%Lack reading materials 47.1%Reduced semesters 47.1%Lack conducive environment
16.4%
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Many assignments 9.9%Co-curricular activities 2.4%
The students respond ending on lack of conducive environment to read from revealed
that, usually there are loud music from other students’ rooms in classes there are lectures
going on while the libraries are always packed to the full therefore they could not get a
good place that is comfortable for reading
(ii) Lecturers
Constraint Lecturers responses
Lack of material to read 80.0%Students are given notes 60.0%Overloaded curriculum 40.0%Exam oriented curriculum 20.0%Lack conducive environment 20.0%Reduced semesters 20.0%
From the findings it was revealed that lack of relevant and current materials to read is the
greatest constraint to attaining a good reading culture while co-curricular activities do not
have any impact on students reading. During the structured interviews the respondents
claimed that the university has not prioritized buying of reading materials and expanding
the library neither has it put forward computerizing its libraries, this has contributed poor
offering of services in the libraries. In addition, librarians agreed that the don’t have
enough reading materials and space for the number of students who visit the libraries and
even those that are in stock, are very old and outdated not for the current reading
syllabuses or curricula.
The findings were in agreement with Iodaro’s (1977) work which shows that students did
craming for exams only and have been used to a small area of concern and spoon feeding
from lecturers, he further noted that lecturers taught only what they intended to set in
exams thus a student could cram notes in a week to exam and pass. This has actually
been proved by the findings where most students agreed to have read only notes just
before exams
4.8: Measures to Improving the Reading Culture
22
The research indicated that those constraints can be overcome or dealt with by putting
forward certain measures. The suggestions made by both students and lecturers in their
questionnaires induded expansion of the libraries, buying of more reading materials,
building of more lecture theatres, conducting students’ guidance and counselling.
However students and lecturers contrast on giving of more CATs, assignments as away to
improve students reading in that, while 60.0% of lecturer respondents supported giving of
more CATs and assignments, only 14.7% of students agreed that it can improve their
reading, this is thus a contradiction from the fact that where as most of the students are
motivated by exams to read, they don’t believe that exams can improve their reading or
as they said they “fear exams”.
All the respondents indicated that scrapping of co-curricular activities from the university
curriculum is not a measure to the improving of the reading culture in the university.
Table 10 shows a summary of the students and lecturers opinion on the measures to be
undertaken. The percentages show those who agreed that if taken into account the
measures can improve the reading culture in Egerton.
Table 10 Measures to improve the reading culture in Egerton
i) Students’ views
Measures Responses
Expansion of library 63.1%
Buying more reading materials 55.3%
Build more lecturer halls 23.2%
Students guidance and counselling 18.8%
Use of tutorials 14.7%
More CATs 10.6%
More assignments 4.7%
Scrap co-curricular 2.7%
The student respondents suggested expansion of the library and buying of more reading
materials citing reasons like the increasing population of students in all the campuses per
23
year and the changing of reading aims and patters such that current materials are needed
to put them at par with the current status of world reading. They also supported building
of more lecture theatres to create room for group discussion and conducting of micro-
lesson practices (for Laikipia).
In addition to that, the halls will serve as reading rooms at night when libraries are filled
and rooms are booming with music and as noted by Dewy (1994) efficient reading takes
place only under conducive circumstances or environment.
ii) Lectures’ views
Measures Lecturers responses
Expand the library 80.0%
Giving more CATs 40.0%
Students to make their own notes 40.0%
Buying more reading materials 20.0%
Giving more assignments 20.0%
From the findings it was indicated that while 80.0% of the lecturers view lack of
materials to read as a constraint to attaining a good reading culture, only 20.0% suggest
the buying of reading materials as a measure to deal with the constraint, the revealed that
though identifying a problem could be easy, it is difficult to provide a solution to such a
problem.
CHAPTER 5
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
5.0: Introduction
This chapter discusses the summary, conclusions and recommendations of the study. It
also gives suggestions for further research on the topic.
5.1: Summary
24
Research results of this study carried out at Egerton University indicate that a
considerable number of student, lectures, administrators and librarians rate the students’
reading as fair. All of them view lack of reading materials, small libraries and reduced
semesters as the major causes of a poor reading culture in the university and while all
agree that co-curricular activities do not affect the reading of students, they suggest that
buying of more reading materials and expanding the libraries would contribute a great
deal to the improvement of the reading culture in the university.
5.2: Conclusions
The study derived the following conclusions
i. Students’ reading culture is exam oriented.
ii. Students’ lack relevant and current reading materials.
5.3: Recommendations
The findings of this research lead to the following recommendations.
i. Students need to improve their reading culture, which was defined as their regular
tendencies in reading.
ii. Expectations of students in terms of reading materials need to be met so that they
don’t only read lecture notes.
iii. Students need to be motivated to read by not only exams but also incentives like
scholarships, lecturers to motivate students by being good role models in whatever
they are doing in their speech, organization and way of disposition.
iv. Students should be given more assignments and CATs at the beginning and middle
of semesters because such are the only things that motivate students to read more.
v. Lecturers should not give all that is required in terms of notes to the students,
students should be taught to be independent of lecturers this will make them more
resourceful.
The researcher hopes that these “fair readers” will improve and continue to read not only
for exams in the university but also after their graduation when the pressure to read is
25
absent thereby helping to foster a reading culture in Egerton University and in our
society.
5.4: Suggestions for Further Research
The study recommends the following areas for further research.
i. A study on the differences between male and female students performance in
Egerton University.
ii. A study on the relationship between performance in KCSE and undergraduate
performance in Egerton University.
iii. An assessment on relationship between students discipline and academic
performance.
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