Identifying Reading Preferences of Secondary School Students

doi:10.4236/ce.2011.25062

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Creative Education

2011. Vol.2, No.5, 429-434

Identifying Reading Preferences of Secondary School Students

Irshad Hussain1, Parveen Munshi2

1Department of Education, The Islamia University of Bahawalpur, Bahawalpur, Pakistan;

2Faculty of Education, University of Sindh Hyderabad, Pakistan.

Email: [email protected]u.pk, [email protected]

Received October 3rd, 2011; revised November 16th, 2011; accepted November 21st, 2011.

The present study was conducted with the main purpose of identifying reading preferences of secondary school

students and their related issues. The study was conducted on a total of 387 secondary school students of aca-

demic session 2010-12 in District Bahawalpur of Pakistan. Qualitative and quantitative data were collected

through questionnaire and interview schedule respectively by adopting survey method. The study concluded that

secondary school students preferred to read books, magazines, poetry and other reading materials to get pleasure

through edutainment, kill their leisure time during holidays and/or at weekends and for their emotional gratifica-

tion. The respondents preferred to read books on religion, literature, novels, magazines and story & romantic

books. They were keen on reading newspaper, traveling story and scientific books, autobiographies and litera-

ture poetry and drama. They faced problems in reading and setting their reading preferences like high costs of

the books, context and circumstances, availability of books, time and their time management ability, examina-

tions & academic workload, lack of guidance, personal interest, and their study circles or groups.

Keywords: Adolescents, Edutainment, Guidance, Intelligentsia, Reading Preferences

Introduction

Perspective and Importance of Reading

Reading appears to be a dynamic process and it involves

readers actively to enhance their vocabulary and level of infor-

mation. It is a process of communication between writer and

reader. To put it another way one can say that it is an art of de-

coding and construing message under and through the words—

written materials. Smith and Robinson (1980) defined it simply

as to be an endeavor of reader to understand message of the

writer. Generally, reading and reading habits are used to de-

scribe different attributes of the readers. Basically, reading is an

intellectual activity which actively involves readers to under-

stand and process information; whereas reading habit is re-

garded as a psychological attribute of one’s personality (Sharma

and Singh, 2005). Like other habits reading habit may take time

to develop as an attribute of one’s personality.

Ögeyik, M. C., & Akyay, E. (2009) viewed reading as a sig-

nificant process in ones’ academic life leading towards knowl-

edge. It guides individuals to develop creativity and critical

thinking. Reading and reading habit help readers satisfy their

personal needs, enhance level of maturity and ensure freedom

of opinion formation & reflection. Opinion formation and re-

flection is a critical process and demands a blend of vision and

wisdom for which adolescents are wished for.

Different motives promote reading and reading habits among

young children and adolescents. Their interests and context can

be considered to be the basic motives which urge them to ac-

quire information and knowledge. The urge for acquiring in-

formation and knowledge leads them to read books, newspapers,

novels, research papers and articles etc. It indicates their read-

ing preferences. Reading preferences of all individuals may be

different according to their specific age group(s) and need(s) of

information. Apparently, they need someone to help in select-

ing book(s) to read according to their age, interest and intellec-

tual capability. However, teachers can help young children and

adolescents to select appropriate book(s) by knowing their

reading preferences, maturity level & mindset, socio-cultural

and family background. Teachers can motivate and guide them

to select and read books that best meet their academic and emo-

tional needs.

Context of Setting Reading Preferences

Naturally, all individuals are different with their respective

potential to read and understand the information. The adoles-

cents’ interest in reading books and their contexts indicate the

type and process of acquiring information. Elliott (2006) con-

ducted a meta-analysis of studies on reading and found attitude

of adolescents toward new information to be on a continuum

with childhood, and varied progress exclusive of specific age

group. Adolescents have a natural tendency to idealize and

fantasize characters and personalities. Therefore, their selection

of books for reading to learn seems to be contextual associated

with socio-cultural and geo-political conditions (Ayyıldız,

Bozkurt, & Canlı, 2006) arising from some uncertain events.

For example people of all age groups in Pakistan appeared to be

interested in reading books on Former President of Iraq Saddam

Hussain during America’s invasion on Iraq in 1990s. Similarly,

people all over the world started reading books on Islam after

the emergence of Taliban and American attack on them in Af-

ghanistan. Millions of people were reported to be reading pa-

pers, articles, and books on Islam even in Europe and America

itself. Likewise, books on Zulfeqar Ali Bhutto and Benazir

Bhutto grabbed the market sale after their assassination respec-

tively. The scandal book on secret romance of Monica Lewin-

sky with Clinton (Monica Story) appeared to be an open ro-

mantic book which attracted the adolescents and young adults’

at large scale. These are a few examples which indicate context

of reading preferences and information acquiring attitude of

adolescents and older people.

Reading Preferences of Adolescents and Secondary

School Students

Physiologically and psychologically human life is divided

I. HUSSAIN ET AL.

430

into different developmental stages each corresponding to spe-

cific age group—toddler and infancy (birth to three years) to

older adult (80 years and above) age groups (http://www.tech-

groupin.com). However, in Pakistan, secondary school students

who are 14 - 18 years old (Hussain, 2009) belong to adolescent

(13 - 20 years http://www.techgroupin.com) age group. They

seem to be imaginary having idealistic approach with a little

perception of the real world around. They tend to seek ideals

and show their interest in opposite gender. Adolescence appears

to be volatile period of one’s life which may mislead young-

sters in blossoming emotions. Different tendencies are usually

observed in different students even in the same class and/or

school—these may be positive as well as negative. Therefore,

they need guidance and counseling to divert their emotions in

right direction at the right time. Their reading preferences and

selection of books may be set according to their aptitude and

needs through mutual negotiation.

Generally speaking, adolescents love to read books for

pleasure and edutainment—education through fun. This edu-

tainment blended with wittiness may influence their reading

preferences. More or less, all individuals are likely to have the

sense of humor and wittiness. Therefore, the books on humor

appeal to the people irrespective of their age (Greenlaw &

Wielan, 1979) groups but adolescents seem to be more inclined

toward them. They love reading poetry, adventurous & myste-

rious novels and comic books. They prefer to idealize romantic,

brave, humorous, and adventurous characters with an inclina-

tion to adopt. A few may read newspapers and magazines, but

these are scarcely available in Pakistani schools particularly for

students.

Review of Related Studies

Reading preferences and interests of young children and

adolescents studying at different levels have been addressed by

many researchers the world over. For example, the study con-

ducted by Worthy (1999) addressed the reading preferences of

elementary school students. It revealed that the students of

grade-6 preferred to read story books, cartoons, comics, popular

magazines, and sports even though these books were rarely

available in school libraries. When young children get mature,

their intellectual faculties develop and they wish to see the

world practically. Ley, Schaer and Dismukes (1994) asserted

that elementary students (grades six through eight) were eager

to read more for practical life and less for individual develop-

ment or enjoyment. Therefore, it can be said that curiosity to

know and desire to fantasize the characters enhances reading

and reading habits of young children and adolescents.

The study of (McGinley & Kamberelis, 1996) concluded that

the younger children in grades three and four read books for

recreation and fun. It may give them pleasure and they tend to

learn with amusement. Young children are always curious and

they seem to be enthusiastic to observe the nature and natural

environment. They take interest in different objects particularly,

birds, animals, butterflies and flowers. Graham (1986) affirmed

it by asserting that they (young children studying in grades 3 &

4) were more interested in animals & nature and wished for

reading adventurous and story books. The gender-wise divide

of interest was investigated by Wolfson, and Manning, and

Manning (1984) and found that boys strongly preferred nonfic-

tion whereas their counterparts did show their stronger prefer-

ences for realistic fiction. However, the [Gouvernement du]

Québec (2005) survey found that girls read more books and

magazines and they had a greater tendency to read for longer

duration. But, their counterparts preferred comic & humour

books and they appeared to be more interested in reading sci-

ence fiction, scientific information and sports pages in newspa-

pers. But in schools, students were advised to read textbooks

with wishful choice of other books. Similarly, the studies of

Bundy (1983) and Hawkins (1983) revealed that intermediate

students showed their interest in reading books on history and

science, however, some of them enjoyed reading mysterious

and adventurous books and autobiographies of great people.

Generally, young children are likely to take interest in comic

books, and adventure and mystery novels.

Factors Affecting Reading Preferences

Different factors seem to be responsible for limiting reading

preferences of school children and adolescents. Among others,

the assessment system may be regarded more important. In

Pakistan assessment sy stem cons ists of paper pencil tests which

compel students to study their textbooks for higher grades.

They are advised to do homework (course assignments) and

prepare for the examinations. It limits their extensive reading

(Todd, 2003). They may not become good readers and wish for

satisfactory grades. Inadequate or less reading may lower the

performance and grades of students in schools. The study con-

ducted by Nielsen (2005) supported it by affirming an inade-

quate reading skill as one of the factors responsible for teens’

poor performance.

Similarly, some factors may effect on selection of books.

Burgess (1985) found that young and adolescent students tend

to select books according to their favorite authors. Appearance

of the book—cover and title page, illustrations, content of the

first page, and its length has a significant effect on such stu-

dents. However, Wilson (1985) linked these factors with lower

achieving students and asserted that they preferred romantic,

original, brave, funny, bold and adventurous characters. Subject

matter of the book, its cover page and outlines apparently has

significant signify their choice of reading material.

Rationale of the Study

The available literature indicates that reading preferences of

young school children and adolescents have been a hot topic in

developed countries over decades (Todd, 2003). However, a

narrow scale of such studies appears in the context of Pakistan

which led to conduct the study.

Objectives of the Study

The present study was conducted with the following objec-

tives:

1) To identify reading preferences of secondary school stu-

dents.

2) To find out the purpose of their reading books and/other

materials.

3) To examine the problems and factors affecting reading

preferences of secondary school students.

Research Methodology

This study addressed the prevailing situation of reading and

reading preferences of secondary school students in District

Bahawalpur of Pakistan. Therefore, the researchers used survey

I. HUSSAIN ET AL. 431

method of descriptive research for data collection. The study

was delimited to male secondary schools only. The population

of the study consisted on secondary school students (male) of

Bahawalpur District Academic Session 2010-12. The research-

ers adopted qualitative and quantitative approaches to find out

the real situation of the phenomenon under study. They used

convenient sampling technique and collected quantitative data

from 387 students and 12 secondary schools. They collected

quantitative data by administering a questionnaire prepared on

five-point rating (likert) scale and finalized after pilot testing.

The questionnaires were administered through head teachers of

the respective secondary schools.

Similarly, the researchers collected qualitative data from 238

students through focused group interview technique by using an

interview schedule. The participants/respondents of the study

were briefed about its objectives and interviewed in groups at

their respective schools. The responses of the participants (in-

terviewees) were recorded and analyzed qualitatively and that

of quantitative responses/data through percentage for arriving at

conclusions. However, all of the respondents participated on

volunteer basis in the study.

Data Analysis and Results of the Study

Quantitative Data Analysis and Results

The results of quantitative data are presented in tables which

are given below.

Reading Preferences of Secondary School Students

The data given in the Table 1 revealed that there were dif-

ferent motives which inspired secondary school students to set

their reading preferences and select books. According to the

data secondary school students preferred to read books, maga-

zines, poetry and other reading materials to get pleasure (80%)

through edutainment for enhancing their learning (90%) for life

and attitude to gain and/or construct new knowledge (92%)

blending information with their personal experience and/or life.

Similarly, they wished to read books and other reading materi-

als to kill their leisure time (71%) during holidays and/or at

weekends, and adopted reading as their pastime hobby (65%)

along with regular course of study. Secondary school students

appeared to be imaginary and sentimental therefore, they (65%)

showed their interest in reading for their emotional gratification

for developing balanced personality and stability in life. How-

ever, they (67%) appeared not to read for snobbery or preten-

tiousness which indicated that secondary school students were

mature readers keen on construing the concepts, information

and/ or knowledge.

Types of Books Which Secondary School Students

Prefer to Read

Table 2 described the reading preferences of secondary

school students. The respondents of the study were Muslims

and therefore, they preferred religious books (87%) foe reading

to get information about religious life. They were found to be

interested in reading literary books (85%), novels, story books

and romantic literature (55%, 88% and 81% respectively). The

data affirmed that they were keen on reading informative books

and materials like newspaper (65%), traveling story (79%) and

scientific books (99%) to enhance their knowledge and level of

information. The Secondary school students appeared to have

tendency of idealizing personalities and characters and there-

fore, they desired to read autobiographies (75%) and magazines

(89%). However, the data confirmed that they had aesthetic

sense to enjoy the colours of life by reading poetry (romantic

95%; classical 65%) in local or national languages, and drama

(comedy 75%; tragedy only 40%).

Source of Guidance to Select Reading Materials

The Table 3 presented the data on opinion of secondary

school students about their source of guidance for selecting

reading materials. The data reflected that secondary school

students were of the opinion that they needed guidance in se-

lecting good reading books/materials which they desired to seek

from their teachers (88%), parents (79%) and friends or study

mates (82%). However, in the age of media and technology

they (72%) also came to know about some of the famous books

and/or magazines, novels etc. through their advertisements in

electronic or print media and they (71%) themselves selected

such books/materials to read.

Problems and Factors Affecting Their Reading

Preferences of Secondary Students

Table 4 reflected different factors which affected the reading

preferences of secondary school students. They pointed out

various reasons and factors which affected their reading and

reading preferences like high costs of the books and/or other

reading materials (92%) and their low purchasing power, con-

Table 1.

Opinion of secondary school students about their reading preferences.

Level of Agreement (Percentage of respective frequencies is given in parentheses)

Sub themes SA A UNC DA SDA

Read for ple asure 197 (50.9) 113 (29.2) 0 49 (12.7) 28 (7.2 )

Read for learning 211 (54.5) 139 (35.9) 0 21 (5.4) 16 (4.1)

Read for knowing/Kno wledge 191 (49.4) 166 (42.9) 2 (0.5) 23 (5.9) 5 (1.3)

Read to kill the t ime 141 (36.4) 132 (34.1) 8 (2.1) 66 (17.1) 40 (10.3)

Reading as hobby 97 (25.1) 156 (40.3) 3 (0.8 ) 77 (19.9) 54 (14.0)

Emotional satisfacti on 111 (28.7) 139 (35.9) 4 (1.0) 94 (24.3) 39 (10.1)

Read for sno bbery 38 (9.8) 81 (20.9) 8 (2.1) 148 (38.2) 112 (28.9)

I. HUSSAIN ET AL.

432

Table 2.

Opinion of Secondary School Students about the types of Books which they preferred to read.

Level of Agreement (Percentage of respective frequencies is given in parentheses)

Sub themes SA A UNC DA SDA

Religious books 199 (51.4) 138 (35.7) 4 (1.0) 26 ( 6.7) 20 (5.2)

Literary bo oks 172 (44.4) 156 (40.3) 6 (1.6) 36 (9.3) 17 (4.4)

Novels 99 (25.6) 114 (29.5) 2 (0.5) 98 (25.3) 74 ( 19 .1)

Story books 213 (55.0) 126 (32.6) 2 (0.5) 28 (7. 2) 18 (4.7)

Romantic literature 171 (44.2) 144 (37.2) 2 (0.5) 23 (5.9) 47 (12.1)

Newspapers 117 (30.2) 134 (34.6) 6 (1.6) 87 (22.5) 43 (11.1)

Traveling st o ry 167 (43.2) 138 (35.7) 2 (0.5) 33 (8.5) 47 (12.1)

Magazines 189 (48.8) 156 (40.3) 4 (1.0) 26 (6.7) 12 (3.1)

Romantic poetry 171 (44.2) 198 (51.2) 0 12 (3.1) 6 (1.6)

Classical poetry 98 (25. 3) 154 (39.8) 2 (0.5) 77 (19.9) 56 (14.5)

Scientific books 187 (48.3) 198 (51.2) 0 2 (0.5) 0

Autobiogra phies 133 (34.4) 161 (41.6) 2 (0.5) 77 (19. 9) 14 (3.6)

Comedy Drama 181 (46.8) 106 (27.4) 2 (0.5) 46 (11.9) 52 (13.4)

Tragedy drama 67 (17.3) 88 (22.7) 4 (1.0) 117 (30.2) 111 (28.7)

Table 3.

Opinion of secondary school students about their source of guidance for selecting reading materials.

Level of Agreement (Percentage of respective frequencies is given in parentheses)

Sub themes SA A UNC DA SDA

Teachers 213 (55.0) 126 (32.6) 2 (0.5) 28 (7.2) 18 (4.7)

Parents 112 (28.9) 188 (48.6) 4 (1.0) 56 (14.5) 27 (7.0)

Friends 202 (52.2) 114 (29.5) 2 (0.5) 29 (7.5) 40 (10.3)

Advertise ments-media 122 (31.5) 158 (40.8) 6 (1.6) 53 (13.7 ) 48 (12.4)

Self-select ion 127 (32.8) 148 (38.2) 8 (2.1) 37 (9.6) 67 (17.3)

Table 4.

Opinion of secondary school students about problems and factors affecting their reading preferences.

Level of Agreement (Percentage of respective frequencies is given in parentheses)

Sub themes SA A UNC DA SDA

Cost 204 (52.2) 152 (39.3) 2 (0.5) 17 (4.4) 12 (3.5)

Context 166 (42.9) 187 (48.3) 4 (1.0) 24 (6.2) 6 (1.6)

Availability o f books 171 (44.2) 111 (28.7) 0 46 (11.9) 59 (15.2)

Time and time management 211 (54.5) 129 (33.3) 2 (0.5) 26 (6.7) 19 (4.9)

Examinations 199 (51.4) 122 (31.5) 0 23 (5.9) 43 (11.1)

Lack of guida n ce 132 (34.1) 114 (29.5) 4 (1.0) 84 (21.7) 53 (13.7)

Personal interest 148 (38.2) 161 (41.6) 0 32 (8.3) 46 (11.9)

Workload 168 (43.4) 143 (37.0) 2 (0.5) 49 (12.7) 25 (6.5)

Study circles/groups 166 (42.9) 142 (36.7) 2 (0.5) 57 (14.7) 20 (5.2)

I. HUSSAIN ET AL. 433

text and circumstances at national or international level (91%)

motivating them towards reading a specific book/article/paper

etc., and availability of such books (73%) in the schools’ library

and market which they ever wished for. Similarly, some other

factors appeared to have an impact on reading preferences of

secondary school students—time and their time management

ability (88%), examinations and their preparation (83%) and

workload and number of courses being taught in the school

(80%). Besides of all these elements lack of guidance (64%),

lack of personal interest (80%) and reading taste of study cir-

cles or study groups (80%) appeared to be most important fac-

tors to have an impact on reading and setting reading prefer-

ences of secondary school students.

Results of Qualitative Data Analysis

The participants revealed interesting facts about reading fa-

cilities and their preferences, their problems and needs of guid-

ance in selecting books for reading. During the interview the

participants explained their reading interests and motives.

There were different reasons which usually made secondary

school students read different books of their interests. Majority

of the respondents from all of the sampled schools asserted,

“We read to know. Books give us new knowledge and informa-

tion about cultures and countries, people and places, innova-

tions and inventions, discoveries and geography, science and

technology, and fiction and realities of and about life. We read

for pleasure and fun. We have aesthetic sense and read poetry

and books on humor and comedy, adventure, travel stories

(SAFAR NAMA), love and romantic stories, scientific and gen-

eral knowledge.”

Pakistan is Muslim Country and therefore, all (100%) of the

respondents were Muslims. It is obligatory for all Muslims to

have basic knowledge of and about the fundamentals of Islam.

Reading enhances level of information and knowledge of the

reader(s). Reading in groups/reading circles or clubs and shar-

ing promotes passion for reading competition helping readers

select good books. The respondents were of the voice, “We

share information and exchange books to read in our friends’

reading circles/club. We read books on Islam to learn its basic

and fundamental principles, dos’ & don’ts, life and achieve-

ments of Muslim heroes. It instills us to go ahead and lead to

live a civilized life of a true Muslim citizen.”

After graduating, the secondary school students are expected

to assume the social responsibilities of an adult. Therefore, they

seem to be entering into real life perceiving its facts and reali-

ties—pleasures and pains. They need to develop scientific atti-

tude and critical thinking for living a progressive and successful

life. An obvious majority of the respondents stated, “Reading

books on science and scientific inventions promotes rationality

in our thinking. It leads us towards developing scientific atti-

tude even in our social life. It helps us avoid superstitions and

we try to seek specific cause to every happening in life. It helps

us differentiate between right and wrong.”

They further asserted, “Reading a new book helps us in en-

hancing our vocabulary. We come to know the meaning of new

words, phrases and phrasal verbs with context of their use. It

gives direction to our thinking leading to actions and resulting

in our accepted attitudes and behaviors.”

It is generally said that beauty is an artistic phenomenon

which comes from one’s inside. It is reflected in terms of aes-

thetic and poetic styles. The respondents’ age group is assumed

to be full of hopes and aspirations and they seem to be inter-

ested in reading poetry and lovely reading materials. Secondary

school students showed their aesthetic sense by indicating,

“Books on poetry enhance our aesthetic sense which leads us to

see the world in beautified and optimistic way and we can feel

the beauty of nature around us. It prepares us to feel the pleas-

ures and pains of real life and to express same in heart loving

manner. It helps us to set high hopes for overcoming despera-

tion.”

Naturally human being seeks guidance to live a successful

and productive life and historically has been following someone

as ideal. There are different great leaders, thinkers & philoso-

phers, reformers and scholars whom people idealize and love to

follow. The respondents expressed their love for their ideals

and they preferred books such great personalities. They were of

the view, “Books on heroes in history inspire us not only to set

high aims but also to struggle for higher achievements in life.

We idealize these personalities and learn how to follow them

and spread their message/ideology and/or philosophy to help

people get out of their miseries.”

In Pakistan secondary schools have scarce reading facilities.

Different factors seem to be responsible for such deficiency and

create lot of problems for students. The students articulated a

number of factors which hindered their reading. They voiced,

“We do not have a proper library in school. Our school library

consists of two or three almirahs in a classroom, staff room

and/or science laboratory having a few old torn off books

which are not issued to us. We spend library period in school

without reading even a newspaper. Access to newspaper is

limited to teachers only and in some schools it is rarely avail-

able.”

In schools students have to study different courses/textbooks

according to academic calendar. They have to go for home

tuition and prepare for the annual and/ or final examination to

get high marks. I such circumstances they have less time for

reading other than their textbooks or notes prepared for the

getting through the examination. It effects on their reading and

reading preferences. Most of the respondents explained it as,

“We have to cover the courses and complete home work of

almost all (eight/ten) subjects. It takes too much time to read a

book other than a textbook/course book. Similarly, we have to

go for home tuition and prepare for getting through final ex-

amination thinking scarcely about extra reading—novel, poetry,

history, magazine and/or newspaper.”

General knowledge appears to be necessary for every indi-

vidual of society but secondary school students are expected to

acquire basic information about their country, people & places

and every day science. It can be promoted by arranging class

competitions. But students indicated the situation by expressing,

“A fewer literary competitions are organized in our schools. In

a way we are kept away from books on general knowledge,

science and geography.”

Guidance is necessary for everyone in life but secondary

school students need proper guidance in selecting books to read.

Such guidance is rarely provided in schools which results in

poor reading and readability of students. In almost all of the

sampled schools the respondents recorded their reservations by

saying, “No one guides us what to read and why. Consequently

we read what we have or come across and think better for us.

Teachers emphasize on completion of course/textbooks and

home work; parents expect high scores and always advise to

keep on preparing for the examinations banning on extra read-

ing even a newspaper.”

In short, the respondents appeared to be very keen on reading

and they showed their reading preferences in almost all aca-

I. HUSSAIN ET AL.

434

demic areas including religion and scientific books. They

seemed to be assertive in describing their problems and factors

which affected on their reading and reading preferences—cost

of books, covering syllabi and preparing for examinations etc.

Conclusion

In overall, the respondents expressed their diversified reading

preferences. Generally, they preferred to read books on Islam,

traveling stories, science and literature—novels, and romantic

stories & books, autobiographies, poetry and newspaper &

magazines. They read such materials for getting pleasure th-

rough edutainment killing their leisure time and adopting it as

pastime hobby for emotional gratification. However, their par-

ents, teachers and friends helped and advised them select books

to read according to their age and context. Likewise, different

factors impacted on their reading and they faced lot of problems

like poor conditions of school libraries, workload, cost and

availability of books, personal interests and time & time man-

agement etc.

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