The contribution of reading materials in improving students’ english performance in lower secondary schools in Shyira sector of Nyabihu district

Abstract

This study presents a comprehensive investigation on how reading materials impact students' English performance in Lower Secondary Schools within the Shyira Sector of Nyabihu District. By focusing on two schools one with a well-equipped library and the other with limited resources the study aims are to explore the role of the Reading materials to improving students’ English performance on Lower Secondary Schools in Shyira Sector. The study employed a mixed methods approach, merging quantitative and qualitative data collection techniques. Quantitative data underwent descriptive analysis using Excel and the Statistical Package for the Social Sciences (SPSS), while qualitative data from interviews underwent thematic analysis for deeper insights. The data were collected from the study population consisting of 102 individuals, including 92 Lower Secondary School students and 10 teachers. The total number of students who wanted to bring their contributions was 113, and we put all English teachers to participate because their size was small; the 5 English teachers from each school were selected based on census sampling. This with 92 students ultimately participating due to selection criteria with purposive sampling. Additionally, a significant positive correlation is revealed between the availability and utilization of reading materials and students' English language performance. Over a six-month period, the study evaluated students' language skills development and the influence of the reading materials used. Notably, schools equipped with rich libraries demonstrate superior performance. The study identifies factors such as inadequate access to reading materials, insufficient guidance, and low motivation that hinder reading material utilization. To address these issues, the study indicates a good number of strategies like enhancing material adequacy, fostering a reading culture, motivating students, and promoting teacher role modelling. The findings reveal a positive relationship between tailored reading materials and improvements in students' English language proficiency. To further enhance students' English language skills, the study recommends the continued integration of diverse reading materials into the curriculum.