Effects of Reading Habit on Academic Performance among Primary School Pupils in North-Central Nigeria

This study aimed to examine the effect of reading habits on the academic performance of primary school pupils in the North-central zone of Nigeria. A stratified sample of 75 pupils in primary four was selected from three schools to ensure a representative sample for the study. The research explored the relationship between pupils’ reading habits and academic performance, employing a mixed-methods approach that integrated qualitative and quantitative designs for a comprehensive understanding of reading’s influence on academic success. The collected data was analysed using appropriate statistical methods. Descriptive statistics, such as frequencies and percentages, were used to summarize the responses of the participants. Inferential statistics, such as linear regression and analysis of variance (ANOVA), were employed to examine relationships between the variables and the effect of the independent variable on the dependent variable. The findings were presented in table form to facilitate clear interpretation and understanding. The study also identified various factors that influenced reading habits, including peer influence, availability of reading materials, and school environment. Thematic analysis was used to distill patterns and themes from participants’ responses and narratives, forming the basis of the research themes. Based on these findings, it is recommended that primary school educators, curriculum developers, and policymakers prioritize the promotion of reading habits among pupils. Creating an enabling environment that fosters a reading culture and provides access to diverse reading materials can significantly enhance the academic performance of primary school pupils. Additionally, it is essential to train teachers on effective reading instruction techniques that can encourage and motivate pupils to develop regular reading habits.