Original Article Library Progress (International). Vol.38 No.2, Jul-Dec 2018: P.219-228 Print version ISSN 0970 1052 Online version ISSN 2320 317X DOI: 10.5958/2320-317X.2018.00023.5
Influence of E-Resources on the Reading Ability of School Children: A Case Study
Jiaur Rahaman1, Dr. M. Sadik Batcha2
Author’s Affiliation: 1Research Scholar, Ph.D, Department of Library and Information Science, Annamalai University, Annamalainagar, Tamil Nadu 608002, India. E-mail: [email protected] 2Research Supervisor and Mentor, Associate Professor, Library and Information Science, Annamalai University, Annamalainagar, Tamil Nadu 608002, India. E-mail: [email protected]
Corresponding Author: Jiaur Rahaman, Research Scholar, Ph.D, Department of Library and Information Science, Annamalai University, Annamalainagar, Tamil Nadu 608002, India.
E-mail: [email protected]
Received on 11.07.2018, Accepted on 24.09.2018
Abstract
The purpose of the study is to examine the influence of reading ability of school children of higher schools in Murshidabad district, West Bengal. Survey method has been adopted in this study. The population of this study consists of school children of higher secondary Schools in Murshidabad district of West Bengal. As the population is large, in terms of cost, money and effort involved, the investigator at the first stage selected 7 schools by simple random method. There are 580 students studying XI class in these schools. Again the investigator selected 182 students out of 580 by simple random method. The data has been gathered from 182 students using questionnaire method. The data has been analysed keeping in view the objectives using descriptive statistical techniques. Most of the students (86.81%) replied that they read books every day. A majority of the students (58.79%) replied that they read newspapers every day A majority of the students (68.68%) did not do online chatting with friends. A majority of them (65.93%) replied that television, internet facilities, cell phone, and other electronic media in their school and home did not interfere with their reading hours. An average each student is spending 2 hours 12minutes and 11 seconds on reading textbooks every day. Hence the students should be encouraged by the parents, teachers and librarians to spend more time on study related activities. The government should establish functional libraries which are adequately created for and well furnished with current biographic or story book materials which will in turn stimulate to increase the reading ability of the students.
Keywords: Reading Habit; E-Resources; Reading Ability; Electronic Media
Jiaur Rahaman & Dr. M. Sadik Batcha / Influence of E-Resources on the Reading Ability of School Children: A Case Study
1. Introduction
There have been several contributions in the attempt to define reading. Many people have often, taken too simple the term ‘reading’. For some, reading means not more than running one‘s eyes across a printed or written page recognizing and possibly comprehending the work. For others, reading is concerned with the recognition of the printed symbols that represent speech and to respond emotionally or otherwise to their sounds and meaning. Hence, reading involves much more than near recognition words.
Like other habits, the habits of reading in an individual develop during the course of time. Psychologically, habit is a product of learning; however reading is an art of interpreting the printed tools and written words. Reading habit means the behaviour which expresses the likeness of reading of individual, which occurs regularly of leisure reading approach, type of reading, use of library service, viewing on what they have read, fixing on objectives of reading and so on
According to the Report of the Commission on Reading, reading is considered as a cornerstone for success, not just in schools, but also throughout the adult life of an individual. Reading is regarded as a process, a mode of thinking, a kind of real experience and involves many complex skills: the ability to perceive printed words, to skim for information and then perhaps read intensively. It is a basic tool of education and one of the most important skills in everyday life. Education loses its purpose and value if reading is not one of the daily routines of an individual.
1.1. Profile of Murshidabad District The district of Murshidabad is a well-known historical place in West Bengal. The district is named after the historical town of Murshidabad, which was named after Murshid Quli Khan. It’s covering an area near about of 5,341 km². The town was divided into two equal portions by the Bhagirathi and the ancient channel of Ganges. There are many historical things that attract to the visitors, such as - The Hazarduari Palace or the palace of thousand doors, Nizamat Imambara. Hazarduari palace was built in the nineteenth century by architect Duncan Macleod, under the reign of Nawab Nazim HumayunJah of Bengal, Bihar and Orissa (1824-1838). Nizamat Imambara was built in 1847 AD by Nawab Nazim Mansoor Ali Khan FeradunJah, who succeeded his father Nawab Nazim HumayunJah in Murshidabad, India. The Katra Masjid (also known as Katra Mosque) is a mosque and the tomb of Nawab Murshid Quli Khan built between 1723 and 1724. Motijhil Lake is located at Lalbagh in Murshidabad district. Murshidabad is also famous for making Murshidabad Silk sarees. According to 2011 census, Murshidabad district has a population of 71,02,430 and has a sex ratio of 957 female for 1000 every males. The literacy rate of this district is 67.53%. There are 145 higher secondary schools in Murshidabad district.
1.2. Statement of Problem The factors affecting the reading habits are: nature of readers, needs of reader, nature of information required, educational qualifications of a reader, cost of reading material, availability of reading material and way of interaction of users and information. Observation has its limitations. So, in order to cope with the new knowledge in the changing world of technological age, reading is important for everybody. The influence of multimedia technologies on the general reading habit has become a global scenario today. As many studies undertaken in different parts of the world show the traditional reading habit, regular visit to library systems, even dependence on documentary terms of resources, etc. are found to be near missing. Such studies to assess the situation in Murshidabad, India, has, however, hardly been carried out. The winds of multimedia technologies have already arrived and effected in many spheres of individuals in different contexts in Murshidabad. . Keeping this in view, the present study has been undertaken to assess how far the general reading habit has been influenced by the new technologies. Hence, the present research problem entitled ‘Influence of E-resources on the reading ability of school children: A case study has been undertaken.
[220]
Library Progress (International) / Vol.38 No.2 / July-December 2018
1.3. Objectives of the Study The following are the objectives of the study. 1) To know the reading interest of the children; 2) To examine the level of priority in using the prescribed textbooks of various subjects; 3) To know the activities in which the students engage in at home; 4) To examine the time spent on reading and other various activities; and 5) To assess the influence of electronic media on reading.
2. Literature Review
Archana, (2011)1 conducted a study on study habits of secondary school students in relation to their Scholastic Achievement. This study intended to explore the study habit of secondary school students in relation to their scholastic achievement in the Yamuna Nagar district of Haryana. The results of the study revealed that there is a significant positive correlation between study habit and scholastic achievement of secondary school students. Further, there is a significant difference between high and low scholastic achievement students on study habits in general.
Asika, (2012)2 examined the reading habits of undergraduates and their academic performance. A total number of 200 undergraduate students of Nnamdi Azikiwe University and Anambra State University were randomly selected. Responses from the interview and simple observations were the primary source of data collection. The findings revealed that negative attitude and poor reading habits hinder comprehension and results in abysmal performance of the respondents which could have improved with better attitude and good reading habits.
Shabana Tabusum SZ and Saleem (2014)3 reveal that The Impact of electronic environment influenced all sectors of social and economic life; it required imparting training to the user community of academics to retrieve right information at right time.
Baskaran and Sadik Batcha (2012)4 did the scientometric study in the field of cardiology literature for the period 1991-2010. The study revealed that the reading habit increased by those publications in which the collaborative ideas are instilled as content.
Bas, (2012)5 conducted a study to determine the reading attitudes of high school ninth and twelfth grade students using survey method. According to findings of the study, it was seen that high school students had moderate level of reading attitudes. It was also understood in the study that high school students’ reading attitudes differed significantly according to gender, grade level, school type, father’s and mother’s educational level and the financial income of the family variables.
Tabusum S (2013)6 analyzed the issues of Library Automation which have directly impacted on the increasing use of library resources to the maximum extent and the break the barriers of print resource issues.
Hafiz Ishtiaq Ahmad,Kamran Malik and M. Azeem(2014)7 conducted a study on A Study of Reading Habits and Computer Technology Effect on Students in Pakistan. The result of this study shows that the college and university students’ paper based reading habit changes to Internet reading habit. Students more involve in chat with friends, listening to music, checking email, watching movies, and social media website than any other information.
Balasubramanian and Sadik Batcha (2011)8 resulted in their study that academic libraries must equip themselves with the latest advancements in technology. It is quite obvious that the librarians must use management tools, to run academic library services quality and performance assessment of libraries is very important to manage academic libraries and information services, because the evaluation process produces data that can help librarians to make decisions and to improve services.
[221]
Jiaur Rahaman & Dr. M. Sadik Batcha / Influence of E-Resources on the Reading Ability of School Children: A Case Study
Hussain, (2006)9 studied the effect of Guidance Services on Study Attitudes, Study Habits and Academic Achievement of Secondary School Students. An experimental study was devised for the purpose. A guidance Programme for secondary school students was developed by the researcher. An experiment was conducted to explore the effectiveness of guidance services in terms of improvement in students’ study attitudes, study habits and academic achievement.
Sivasubramanian and Batcha (2012)10 in their study focused the global perspective on green thought libraries and its urgency of incorporating in academic libraries for increasing reading habits.
Kumar, (2011)11 conducted a study on Study Habits of Post Graduate Students of Ravenshaw University in Relation to Gender, Faculty and Academic Achievement. The main objectives are to analyze the study habit of postgraduate students and to compare it in relation to Academic- Achievement, Gender and Faculty of the Post- Graduate Students. It is a quantitative in nature. The study found that there is no significant difference in mean study habit in relation to gender, and various faculties such as arts, science and commerce.
Sivasubramaniyan and Sadik Batcha (2012)12 conducted a survey and found that the uses of e- resources are very common among the faculty members of Pondicherry University as well as to the faculty members who are in affiliated colleges. He also pointed out that majority of faculty members were dependent on e-resources to get desired and relevant information. Thus, the present study has implication for the teacher and parents that they should encourage students particularly boys and girls with poor academic performance have better study habits which is essential for their survival in this competitive world. They should take also special care for the development of the better study habit.
3. Methodology
A population is any group of individuals who has one or more characteristics in common that is of interest to the researcher. The Population of this study consists of the secondary school students of Murshidabad district of West Bengal. The sample of this present study is 182secondary school students of Murshidabad district of West Bengal. It comprises of 104 male students and 78 female students. In this present study the researcher has used simple random sampling technique. The researcher first identified all the higher secondary schools in Murshidabad district of West Bengal. There are 145 higher secondary schools in Murshidabad district. To give equal chances to all the schools the researcher then used lottery method for sampling. The researcher selected 7 schools from 145 higher secondary schools of the district Murshidabad. The study is restricted to XI student. There are 580 students in the 7 schools selected for the study. As the population of the students is large in terms of cost, time and labour involved the investigator selected 182 students out of 580 by simple random method.
Survey method has been used in this study. There are different methods for collecting primary data. They are observation, interview, and questionnaire. Questionnaire method has been used in the present study. The questionnaire consists of 25 questions pertaining to background of students, their reading interest, their priority of using various reading materials, various activities performed by school children, time spent by their on various activities and influence of electronic media on reading ability of students.
The questionnaire is given as Appendix- A at the end of the dissertation. The data has been gathered using questionnaire from 182 XI class students personally during the period from 14th January 2015 to 24th January 2015.
[222]
Library Progress (International) / Vol.38 No.2 / July-December 2018
3.1. School-wise distribution of sampled students
Table 3: School-wise distribution of selected students in the sample
Sl. No. Name of the school Students
No. %
1 Nimtita high school 19 10.44% 2 Kanchantala J.D.J institution 42 23.07% 3 Housenagar high madrasah 23 12.64% 4 Dhuliyanbalikavidyalaya 26 14.29% 5 M.N.Academy 30 16.48% 6 Dhuliyan high madrasah 17 9.34% 7 Dharmadanga high school 25 13.74% Total 182 100
It is evident from Table-3 that 10.44% of the students belong to Nimtita High Schools, 23.07% of them to Kanchantala J.D.J Institution, 12.64% of them to Housenagar High Madrasah, 14.29% of them to DhuliyanBalikaVidlaya, 16.48% of them to M.N.Academy, 9.34% of them to Dhuliyan High Madrasah, and 13.74% of them to Dharmadanga High School.
4. Analysis and Interpretation of Data
4.1. Gender of respondents
Table 4.1 and Figure 4.1 indicate that the gender wise distribution of school children of Murshidabad. The analysis shows that the majority of the respondents are male (57.14%) and the remaining (42.86%) of them are female.
Table 4.1: Gender-wise distributions of respondents
Gender Students No. % Male 104 57.14 Female 78 42.86 Total 182 100
Figure 4.1:
[223]
Jiaur Rahaman & Dr. M. Sadik Batcha / Influence of E-Resources on the Reading Ability of School Children: A Case Study
4.2 Occupation of students’ fathers The distribution of students according to the occupation of their fathers is shown in Table 4.2 and Figure 4.2.
Table 4.2: Distribution of students according to the occupation of their fathers
Fathers occupation Students No. % Govt. employee 16 8.79 Private employee 37 20.33 Beedi Worker 21 11.54 Worker 31 17.03 Businessmen 45 24.73 Doctor 5 2.74 Farmer 27 14.84 Total 182 100
It is evident from Table 4.2 that one-fourth of the student’s fathers (24.73%) are businessmen, 20.33% of them are private employees, 14.84% of them are farmers, 11.54% of them are beedi workers, 8.79% of them are Government employees and 2.74% of them are doctors.
Figure 4.2:
4.3. Level of significance of textbooks Students have been questioned to indicate the level of significance of textbooks for their interest in reading. The responses of them have been shown in Table 4.3
[224]
Library Progress (International) / Vol.38 No.2 / July-December 2018
Table 4.3: Distribution of students according to the level of significance of Textbooks for their interest in reading
Students Level of significance Male Female Grand total No. % No. % No. % Most significance 57 54.81 28 35.90 85 46.70 Significance 45 43.27 47 60.26 92 50.55 Less significance 0 0 3 3.85 3 1.65 Not significance 2 1.92 0 0 2 1.10 Total 104 57.14 78 42.86 182 100
It is evident from Table 4.3 that nearly half of the students (50.55%) replied that the textbooks are significant for their interest in reading. It is also evident from the table that nearly one-third of the students (46.70%) informed that the textbooks are most significant for their interest in reading, 1.65% of them replied that the textbooks are less significant and 1.10% of them replied that the textbooks are not significant for their interest in reading.
Table 4.4: Comparative significance of various reading materials
S. No. Reading material Average significance score Rank 1 Textbooks 3.43 1 2 Magazines 2.37 7 3 Newspapers 2.75 5 4 Comics 2.54 6 5 Storybooks 3.16 2 6 Poetry books 3.08 3 7 Drama books 2.76 4
It is evident from Table 4.4 that textbooks are more significant for the interest of students in reading. In other words textbooks occupy first place for their interest in reading. Next to it, story books and poetry books and drama books occupy second, third and fourth place respectively for the interest of students in reading. The students comparatively give less significance to newspapers, comics and magazines by assigning ranks of 5, 6, and 7 respectively.
4.5. Priority of using textbooks of Bengali literature Students have been asked to indicate the level of priority they would likely to give in using the textbooks of Bengali literature. The responses of them have been shown in Table 4.5
Table 4.5: Distribution of respondents according to their gender and level of priority given to the prescribed textbooks of Bengali literature
Students Level of priority Male Female Grand total No. % No. % No. % Top priority 56 53.85 47 60.26 103 56.59 Medium priority 42 40.38 29 37.18 71 39.01 Low priority 5 04.81 2 02.56 7 03.85 No priority 1 0.96 0 0 1 0.55 Total 104 57.14 78 42.86 182 100
[225]
Jiaur Rahaman & Dr. M. Sadik Batcha / Influence of E-Resources on the Reading Ability of School Children: A Case Study
Table 4.5 indicates that the majority of students (56.59%) would like to give top priority in using textbooks of Bengali literature, 39.01% of them would like to give medium priority, 3.85% of them students would like to give low priority to textbooks of Bengali literature and 0.55% of them replied that no priority is given to textbooks of Bengali literature.
4.6. Online chatting with friends Some students do online chatting with their friends. Hence, a question has been asked to them to know whether they do online chatting with their friends. The replies given by them are shown in Table 4.6
Table 4.6: Distribution of students according to their online chatting with friends
Students Response Male Female Grand total No. % No. % No. % Yes 37 35.58 20 25.64 57 31.32 No 67 64.42 58 74.36 125 68.68 Total 104 57.14 78 42.86 182 100
It is evident from Table 4.6 that majority of the students (68.68%) replied, they did not do online chatting with friends and 31.32% of them informed that they do online chatting with friends.
4.7. Impact of electronic media on reading hours A question has been asked to the students to know whether television, internet facilities, cell phone and other electronic media in their schools and homes interfere with their reading hours. The replies given by the students are shown in Table 4.5.8.
Table 4.7: Distribution of students according to their responding with regard to interference of Electronic media with their reading hours
Students Response Male Female Grand total No. % No. % No. % Yes 69 66.35 51 65.38 120 65.93 No 35 33.65 27 34.62 62 34.07 Total 104 57.14 78 42.86 182 100
Table 4.7 indicates that majority of the students (65.93%) replied, television, Internet facilities, cell phone, and other electronic media in their school and home did not interfere with their reading hours and 34.07% of them replied positively in this regard.
4.8. Time spent on reading textbooks everyday
In order to know the amount of time spent by the students on reading textbooks, a question has been posed to them. The replies given by them are shown in Table 4.8
[226]
Library Progress (International) / Vol.38 No.2 / July-December 2018
Table 4.8: Distribution of students according to the time on reading textbooks daily
Students No. of hours Male Female Grand total No. % No. % No. % ½ hour 4 3.85 0 0 4 2.20 1 hour 16 15.38 7 8.97 23 12.64 1½ hours 11 10.58 10 12.82 21 11.54 2 hours 24 23.08 17 21.79 41 22.53 2½ hours 19 18.27 13 16.67 32 17.58 3 hours or >3 hours 30 28.85 31 39.74 61 33.52 Total 104 57.14 78 42.86 182 100
It is evident from Table 4.8 that one-third of the students (33.52%) replied that they spent 3 or >3 hours on reading textbooks daily; 22.53% of them spent 2 hours; 17.58% of them spent 2 ½ hours; 12.64% of them spent 1 hour; 11.54% of them spent 1 ½ hours and 2.20% them spent ½ hour. It can also be observed from the table that on an average each student is spending 2 hours 12minutes and 11 seconds on reading textbooks.
4.9. Impact of electronic media on reading ability The students were questioned to know whether the electronic media in their homes or school influence their reading ability. The replies by the students are shown in Table 9.
Table 4.9: Electronic media in their homes and schools influence reading ability
Students Male Female Grand total NO. % NO. % NO. % Not always true 54 51.92 32 41.02 86 47.25 Encouraging to develop 12 11.54 15 19.23 27 14.84 good reading habits Discouraging from reading 21 20.19 9 11.54 30 16.48 Always true 17 16.35 22 28.21 39 21.43 Total 104 57.14 78 42.86 182 100
It is evident from Table 4.9 that nearly half of the students (47.25%) replied that impact of electronic media in their reading ability is not always true; 21.43% of them replied that impact of electronic media in their reading ability is always true; 16.48% of them replied that electronic media is discouraging from reading; and 14.84% of the students replied that electronic media is encouraging to develop good reading habits.
5. Summary of Findings
The result of the present study revealed that a nearly half of the students (50.55%) replied that the Textbooks are significant for their interest in reading. A high percentage of the students (35.16%) replied that the magazines are less significant for their interest in reading. A high percentage of the students (36.81%) replied that the newspapers are significant for their interest in reading. A high percentage of the students (35.71%) replied that the Comics are significant for their interest in reading. A high percentage of the students (45.60%) replied that the storybooks are significant for their interest in reading. A high percentage of the students (40.66%) replied that the poetry books are significant for their interest in reading. More than one-third of the students (36.41%) replied that the drama books are significant for their interest in reading. Nearly half of the students (48.35%) like to give medium priority in using textbooks of English Literature. A majority of the students (56.59%) like to give top priority in using textbooks of Bengali literature. [227]
Jiaur Rahaman & Dr. M. Sadik Batcha / Influence of E-Resources on the Reading Ability of School Children: A Case Study
6. Conclusion
Librarians, teachers and parents should encourage the students to improve their knowledge by motivating them to read books, newspapers, magazines and journals, and provide them the necessary guidance as to what to read, how to read and how to use of the library. Provision should be made for sufficient and useful reading materials in the library. The teachers should encourage the students to use the library heavily by conducting quiz programmes, elocution and essay competitions and giving assignments which require the use of the library.
Reading habit is a good habit. Teachers play an important role in cultivating the reading habit among the students. Once it is cultivated, among them it will remain throughout their life. As education is a lifelong process, inculcation of this habit will be very useful to the students.
7. References
1. Archana, D. R. (2011, June). Study Habits Of Secondary School Students In Relation To Their Scholastic Achievement. International Referred Research Journal, 2(21), 30-31. 2. Asika, I. G. (2012, April). Reading Habits of Undergraduates and their Academic Performances: Issues and Perspectives. An International Multidisciplinary Journal, Ethiopia, 6(25), 246-257. doi:http://dx.doi.org/10.4314/afrrev.v6i2.22 3. S.Z., Shabana Tabusum, Saleem, A. and Batcha, M.Sadik (2014). Digital Literacy Awareness among Arts and Science College Students in Tiruvallur District: A Study. International Journal of Managerial Studies and Research. Vol. 2, Issue 4, pp 61-67. Online accessed from www. arcjournals.org. 4. Baskaran,C and Sadhik Batcha, M. (2012). Publications pattern and author Collaboration of cardiology research. SRELS Journal of Information, 49(2), 199-207. 5. Baş, G. (2012, April, May, June). Reading attitudes of high school students: An analysis from different Varables. International Journal on New Trends in Education and Their Implications, 3(2). Retrieved from www.ijonte.org 6. Shabana Tabusum, S. Z; Saleem, A; & Sadik Batcha. M. (2013). Impact of library automation in the development era. IOSR Journal of Humanities and Social Science, 17(5), 20-26. 7. Ahmad, Hafiz Ishtiaq,. Malik, Kamran and Azeem, M. (2014). A Study of Reading Habit and Computer Technology Effect on Student in Pakistan. International Journal of Research in Social Sciences And Education, 1(1), 9-19. Retrieved from http://www.international-journal.com 8. Balasubramanian, S. S. and Sadik Batcha, M. (2011). Users Perception and Satisfaction on the Services of Academic Libraries in Puducherry Region: A Study. IJISS, 1(1), 496 - 499. 9. Hussain, A. (2006). Guidance Services on Study Attitudes, Study Habits and Academic Performance Achievement of Secondary School Students. 66(8), 32-58. 10. Sivasubramaniyan, G., and Sadik, B.M. (2012). Use of e-resources by the faculty members of Pondicherry University and its affiliated colleges: An analytical study. Indian Journal of Information Sources and Services, 1(2), 36-41. 11. Kumar, M. l. (2011). Study habits of Post Graduates in Relation to Gender , Faculty and Academic Achievement . Learning Community - An International Journal of Education And Social Development, 2(1). 12. Sivasubramaniyan, G; and Batcha M. S. (2012). Provision of Infrastructure Facility to access E Resources/On-line Resources to the Faculty members of Pondicherry University and Affiliated Colleges- A Study, Asian Academic Research Journal of Social Science and Humanities, 1(3), 1–8.
[228]