Work

Examining how undergraduate students view reading and its significance

Year: 2025

Type: article

Abstract: Background: Low literacy levels have been demonstrated by several university students, which has impacted their academic achievement. To solve this issue, prior research indicates that a positive attitude typically translates into better academic performance, whereas a negative attitude towards reading will have the opposite effect. Research shows that low reading proficiency from school, a lack of intrinsic motivation, restricted access to reading resources, and a lack of a reading culture at home are the root causes of South African university students’ negative attitudes towards reading. Objectives: Thus, the goal of the current study was to determine how students felt about reading and its importance in their academic lives. Method: The study used a case study design and was qualitative in nature. Twenty-four students who were conveniently chosen were given an open-ended questionnaire. The data were analysed using content analysis. Results: Depending on whether the reading material was relevant to their interests, students’ responses varied. The reading material’s cognitive demands had an impact on students’ attitudes towards reading as well. The findings also demonstrated that all students believed that reading was an essential component of their academic careers and a life skill. Conclusion: Literacy practitioners must create inclusive learning environments and select a range of resources to fit their students’ interests, to foster a positive attitude and enhance academic performance. Contribution: The study contributes to the body of research on how one’s attitude towards reading affects behaviours such as reading intention and determination.

Source: Reading & Writing

DOI: 10.4102/rw.v16i1.593

Author: Madoda P. Cekiso

Institution: Tshwane University of Technology

Language: English

Topic: Literacy and Educational Practices

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDG: Quality education

Open Access status: gold

Estimated APC paid: $718