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CHAPTER ONE

INTRODUCTION

BACKGROUND OF THE STUDY

In the landscape of education, understanding the dynamics of students' reading interests and preferences is paramount. Particularly, in the realm of senior secondary education, where students are on the cusp of adulthood and shaping their intellectual identities, delving into their reading habits offers invaluable insights. Among the myriad factors that influence reading inclinations, gender stands out as a significant variable, often shaping preferences and perceptions. This study endeavors to explore the reading interests of senior secondary school students, with a nuanced examination of how these preferences differ across genders.

The adolescent years mark a critical juncture in intellectual development, wherein students' reading habits not only contribute to their academic growth but also lay the groundwork for lifelong learning. Therefore, understanding the factors that influence what senior secondary students choose to read is essential for educators, policymakers, and curriculum developers alike. While numerous studies have delved into reading habits across various demographics, including age groups and socioeconomic backgrounds, the intersectionality of gender in shaping reading preferences remains a fertile ground for exploration.

Gender, as a social construct, plays a multifaceted role in shaping individuals' experiences, perceptions, and behaviors. In the realm of reading, gender stereotypes and societal expectations often influence the types of books students are encouraged to read, as well as the genres and topics they gravitate towards. While these influences may not be overt, they subtly shape reading preferences from an early age and continue to do so throughout adolescence. Therefore, dissecting the reading interests of senior secondary students through a gender lens is essential for unraveling the underlying dynamics at play.

Furthermore, the senior secondary stage is characterized by a diverse range of academic pursuits, career aspirations, and personal interests. Consequently, students' reading preferences are not solely driven by academic requirements but also by their individual passions, curiosities, and extracurricular engagements. Understanding how these multifaceted influences intersect with gender can provide nuanced insights into the intricate tapestry of adolescent reading habits.

Moreover, the advent of digital technology has revolutionized the reading landscape, offering students access to a plethora of digital resources ranging from e-books to audiobooks. In this digital era, where traditional notions of reading are being redefined, exploring how gender influences students' engagement with digital versus print media is pertinent. Additionally, the impact of social media platforms, online communities, and digital reading platforms on students' reading habits cannot be understated. Therefore, this study aims to explore not only the traditional print preferences but also the digital reading inclinations of senior secondary students, with a keen eye on gender differentials.

In addition to providing insights into students' reading preferences, understanding the underlying reasons behind these preferences is equally crucial. Factors such as personal interests, academic requirements, peer influences, and family dynamics can all shape students' reading choices. By unraveling the intricate interplay between these factors and gender, educators and policymakers can devise tailored strategies to foster a culture of reading that resonates with the diverse needs and preferences of senior secondary students.

In summary, this study seeks to explore the reading interests of senior secondary school students through a gender lens, acknowledging the multifaceted influences that shape their preferences. By delving into both traditional print and digital reading inclinations, as well as dissecting the underlying reasons behind these preferences, this research aims to offer valuable insights for educators, policymakers, and curriculum developers striving to cultivate a love for reading among adolescents.

STATEMENT OF THE PROBLEM

The statement of the problem for the research on "Reading Interest of Senior Secondary School Students and Preferences by Gender of Students" can be articulated as follows:

In the landscape of education, understanding the dynamics of students' reading interests and preferences is paramount. Particularly, in the realm of senior secondary education, where students are on the cusp of adulthood and shaping their intellectual identities, delving into their reading habits offers invaluable insights. Despite the acknowledged importance of reading for academic success and personal development, there remains a gap in understanding how gender influences the reading habits of adolescents at the senior secondary level.

OBJECTIVE OF THE STUDY

Main Objective: To examine the reading interests of senior secondary school students and explore the influence of gender on their reading preferences.

Specific Objectives:

1.    To identify the specific genres and topics of reading materials preferred by male and female senior secondary school students.

2.    To assess the extent to which digital reading formats are preferred over traditional print formats among senior secondary students, with a focus on gender-based differences.

3.    To investigate the socio-cultural factors, including gender stereotypes and societal expectations, that shape the reading habits of senior secondary students and understand their differential impact on male and female students' reading interests.

RESEARCH QUESTIONS

1.    What are the most preferred genres and topics of reading materials among male and female senior secondary school students?

2.    To what extent do senior secondary students exhibit a preference for digital reading formats over traditional print formats, and how does this preference vary between genders?

3.    How do socio-cultural factors such as gender stereotypes and societal expectations influence the reading habits of male and female senior secondary students, and what are the differential impacts of these factors on their reading interests?

RESEARCH HYPOTHESES

Research Question 1: What are the most preferred genres and topics of reading materials among male and female senior secondary school students?

Research Hypothesis 1: There is a significant difference in the preferred genres and topics of reading materials between male and female senior secondary school students.

Null Hypothesis 1: There is no significant difference in the preferred genres and topics of reading materials between male and female senior secondary school students.

Research Question 2: To what extent do senior secondary students exhibit a preference for digital reading formats over traditional print formats, and how does this preference vary between genders?

Research Hypothesis 2: Female senior secondary students show a greater preference for digital reading formats compared to male students.

Null Hypothesis 2: There is no significant difference in the preference for digital reading formats between male and female senior secondary school students.

Research Question 3: How do socio-cultural factors such as gender stereotypes and societal expectations influence the reading habits of male and female senior secondary students, and what are the differential impacts of these factors on their reading interests?

Research Hypothesis 3: Gender stereotypes and societal expectations significantly influence the reading habits of male and female senior secondary students, with differential impacts observed in their reading interests.

Null Hypothesis 3: Gender stereotypes and societal expectations have no significant influence on the reading habits of male and female senior secondary students, and there are no differential impacts on their reading interests. 

SIGNIFICANCE OF THE STUDY

This study will be of immense benefit to other researchers who intend to know more on this study and can also be used by non-researchers to build more on their research work. This study contributes to knowledge and could serve as a guide for other study. 

SCOPE OF THE STUDY

The scope of this study encompasses senior secondary school students from diverse socio-cultural backgrounds. It focuses on their reading interests, preferences, and habits, with a specific examination of gender differences. The study will primarily be conducted in urban and suburban regions, considering both public and private educational institutions.

LIMITATION OF THE STUDY

The demanding schedule of respondents at work made it very difficult getting the respondents to participate in the survey. As a result, retrieving copies of questionnaire in timely fashion was very challenging. Also, the researcher is a student and therefore has limited time as well as resources in covering extensive literature available in conducting this research. Information provided by the researcher may not hold true for all businesses or organizations but is restricted to the selected organization used as a study in this research especially in the locality where this study is being conducted. Finally, the researcher is restricted only to the evidence provided by the participants in the research and therefore cannot determine the reliability and accuracy of the information provided.

Financial constraint: Insufficient fund tends to impede the efficiency of the researcher in sourcing for the relevant materials, literature or information and in the process of data collection (internet, questionnaire and interview).

Time constraint: The researcher will simultaneously engage in this study with other academic work. This consequently will cut down on the time devoted for the research work.

DEFINITION OF TERMS

1.    Reading Interest: The level of attraction, curiosity, and engagement that senior secondary school students exhibit towards reading various types of materials, including books, articles, and digital content.

2.    Preferences: The specific choices and inclinations that senior secondary school students have regarding the genres, topics, formats, and styles of reading materials they prefer over others.

3.    Gender: The social and cultural constructs associated with being male or female, influencing individuals' identities, roles, and behaviors within society.

4.    Senior Secondary School Students: Students typically between the ages of 15 to 18, enrolled in educational institutions providing secondary education at the senior level, often preparing for higher education or vocational pursuits.

5.    Socio-cultural Factors: External influences stemming from societal norms, cultural practices, familial expectations, and peer interactions that shape the attitudes, beliefs, and behaviors of senior secondary school students towards reading.

6.    Stereotypes: Overgeneralized beliefs or perceptions about the characteristics, roles, and capabilities of individuals based on their gender, which may influence their reading habits and preferences.

7.    Digital Reading Formats: Reading materials presented in electronic or digital formats, such as e-books, audiobooks, online articles, and digital platforms, which offer alternative modes of accessing and consuming written content compared to traditional print media.

8.   Traditional Print Formats: Reading materials presented in physical or print formats, including books, newspapers, magazines, and other printed publications, typically characterized by tangible, paper-based mediums for reading.

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