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Perceptions of Final Year Undergraduate

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Perceptions of Final Year Undergraduate PERCEPTIONS OF FINAL YEAR UNDERGRADUATE EDUCATION STUDENTS ABOUT THE INFLUENCE OF A READING CULTURE ON THEIR ACADEMIC ACHIEVEMENT AT SELECTED UNIVERSITIES IN TANZANIA Rhodes Elias Mwageni BA General (Hons), PGDE, MA- Information Studies Submitted in fulfillment of the requirements for the degree of Doctor of Philosophy in the College of Humanities, School of Social Sciences, Information Studies Programme, University of KwaZulu-Natal, Pietermaritzburg, South Africa Supervisor: Prof Stephen Mutula December 2017 DECLARATION I, Rhodes Elias Mwageni declare that: (i) The research reported in this thesis, except where otherwise indicated, is my original research; (ii) This thesis has not been submitted for any degree or examination at any other university; (iii) This thesis does not contain other persons’ data, pictures, graphs or other information unless specifically acknowledged as being sourced from other persons; (iv) This thesis does not contain other persons’ writing unless specifically acknowledged as be being sourced from other researchers. Where other written sources have been quoted, then: a. Their words have been re-written but the general information attributed to them has been referenced; b. Where their exactly words have been used, their words have been placed inside quotation marks and referenced; (v) Where I have reproduced a publication of which I am an author, co-author or editor, I have indicated in detail which part of the publication was actually written by myself alone and have fully referenced such publications; (vi) This thesis does not contain text, graphics or tables copied and pasted from the Internet, unless specifically acknowledged, and the source being detailed in the thesis and in the References section. Signed: Date: 30th July, 2018 Rhodes Elias Mwageni Supervisor: Signed: Date: 30th July, 2018 Prof Stephen Mutula i ABSTRACT The study investigated the perceptions of final year undergraduate education students about the influence of a reading culture on their academic achievement at selected universities in Tanzania. Four universities were involved in the study namely: Sokoine University of Agriculture, Mzumbe University, Teofilo Kisanji University and University of Iringa. Social Cognitive Theory informed the study. Pragmatism paradigm underpinned this study, while mixed methods using survey questionnaire and interviews were used for the data collection. Questionnaire was used to collect data from 312 students and 62 lecturers while interview was administered to 50 subject librarians. Quantitative data were analysed using IBM SPSS version 20.0 to generate tables, charts, percentages and frequencies, while Chi-square was generated to determine relationships between variables. Finally, qualitative data were analysed using thematic analysis. Reliability and validity were ensured by adopting instruments from studies with acceptable Cronbach’s Alpha value of >0.7. The study adhered to the ethical protocol of the University of KwaZulu-Natal. The findings showed that there was a high level of awareness among students, lecturers, and librarians regarding influence of reading culture on students’ academic achievements. The students perceived their reading self-efficacies as enabler to promoting reading culture. The findings revealed students rarely spent time reading for leisure, for information or for entertainment. The results also showed students rarely visited the library. The results further showed that factors which motivated students to read include reading to gain knowledge, reading for entertainment purposes, reading for examinations, tests, assignments and research projects. The study concluded that students in universities lacked reading culture but were motivated to read for the purpose of passing examinations, tests, assignments and research projects. There was absence of policy on reading culture and this impacted negatively on students’ academic achievement. The study consequently advanced recommendations among them strategies, policy, curricular transformation, programmes and guidelines in order to improve academic achievement of students. ii DEDICATION This thesis is dedicated to my late parents Elias Mwageni, Hadija Semlula and my late wife Shukuru Mabena. May God rest your souls in Eternal Peace. iii ACKNOWLEDGEMENTS I would like to thank the Almighty God for the fortitude that He has provided me with over the years to complete this work. This work is owed to the contributions of many people. First and foremost I would like to convey my sincere gratitude to my supervisor, Professor Stephen Mutula for his committed support, encouragement, valuable guidance, assistance, motivation, mentorship and constructive criticisms. I would like to thank my employer Teofilo Kisanji University (TEKU) for providing me a leave of absence to pursue my PhD studies at the University of KwaZulu-Natal- Pietermaritzburg. I am also thankful to the staff members of the Information Studies programme for their contributions: Prof Ruth Hoskins, Dr Janeth Muthuki, Dr Zawedde Nsibirwa and Mr Athol Leach for their advice and constructive criticism during my proposal defence. Special colleagues including my lovely wife Ms Leokadia Gereon Fuko (Chief Librarian - Saint Augustine University of Tanzania, Mbeya Centre), Dr Rebecca Mgunda Majinge (Librarian - Directorate of Library Services Institute of Finance Management), Dr John Jackson Iwata (Director of Co- operative Library and Archives-Moshi Co-operative University), Ms Rehema Ndumbaro (Librarian/Lecturer –Mwalimu Nyerere Memorial Academy), Mr Filemon Elias Namwinga (Community Development Officer – Kilolo District Council), Mr Kanon Mtewa (Teacher- Rungwe District Council), Dr Rosemary Kuhn (Subject Librarian- University of KwaZulu Natal Pietermaritzburg Main Library), Ms Nancy Mudau (Postgraduate Administrator School of Social Sciences - University of KwaZulu Natal - Pietermaritzburg). My collegues at Teofilo Kisanji University to include: Prof Tulli Kassimoto (Former vice chancellor), Dr Ntutufye Mwenisongole (Dean Faculty of Theology), Ms Stella Seif (Dean of students), Ms Mary Kategile (Lecturer), Ms Tunosye Mboya (Lecturer), Mr Godfrey Nyunza (Lecturer), Mr Abel Mkumbwa (Lecturer and Quality Assurance Officer), Mr Youngson Sichone (Director of Administration and Planning), Fr Edwin Mushi (Uyole Parish), Mr Isaya Sigala (Lecturer) Mr Chesco Tweve (Lecturer), Mr Peter Mwamwaja (Lecturer), Mr Kasto Kyando (Associate Director - Directorate of Library and Information Services), Mr Erasto Kihwaga (Assistant librarian), Ms Swiga Alphonce (Assistant librarian), Mr Wilfred Mdollow (Tutor), Mr Paul Sichalwe (Assistant librarian), Mr Joseph Mboma (Library assistant), Ms Eva Danford Mhema iv (Library assistant), Mr Abby Mwansepe (Library assistant), Mr Stephen Mwakatwila (Library assistant), Ms Bupe Kasyele (Library assistant), Ms Judith Kyando (Library assistant), Ms Edith Duma (Library assistant), Ms Teresia Mganga (Library assistant), Ms Nosya Mwangomo (Library assistant), Mr Obeid Maguhu (System Administrator), Ms Lucy Solo (Attendant), Mr Robert Buya (Attendant), Ms Tumpe Kavishe (Attendant), Ms Rhoida Kajigili (Attendant), Ms Lilian Washilu (Attendant) and Mr Paul Charles (Attendant) have been source of comfort during this PhD voyage. Your support and encouragement are sincerely appreciated. I am deeply indebted to respondents including students, lecturers and librarians from four universities in Tanzania namely; Sokoine University of Agriculture, Mzumbe University, Teofilo Kisanji University and University of Iringa for the time that they devoted to providing data for this study. I owe a great appreciation to my brothers and sisters for their support and encouragement. They include Rosina Elias Semgeni, Adam Elias Mwageni, Rukia Elias Semgeni, Fred Elias Mwageni, Imani Elias Semgeni, Atilya Elias Semgeni and Sikitu Elias Semgeni. In addition, I would like to thank my fellow information studies doctoral students, University of KwaZulu- Natal, School of Social Sciences, Pietermaritzburg Campus accepted responsibility to advise, moral support, encourage and spent countless hours refining and pushing finalizing chapters for this work. I also acknowledge valuable editorial work of Ms Asifa Zara Essop which enhanced the quality of this scholarly work. Last but not least, it gives me pleasure to extend my acknowledgements to my daughters Faineth, Atupelye and my sons Joshua and Abdallah for their tolerance and moral support throughout this long and tough PhD voyage. v LIST OF FIGURES Figure 5.1: Distribution of respondents (n=312) (Source: Field data, 2016) .............................................. 95 Figure 5.2: The impact of reading culture on students’ academic achievement (n=312) (Source: Field data, 2016)................................................................................................................................................. 102 Figure 5.3: Students’ perceptions on their reading self-efficacy (n=312) (Source: Field data, 2016) ..... 107 Figure 5.4: Amount of time spent on reading (n=312) (Source: Field data, 2016) ................................... 108 Figure 5.5: The impact of time spent on reading on students’ academic achievement (n=312) (Source: Field data, 2016) ....................................................................................................................................... 109 Figure 5.6: The impact of time spent on reading on students’ academic achievement (n=62) (Source: Field data, 2016)................................................................................................................................................
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