Open AccessThe Impact of Covid-19 Pandemic ‘Lockdown’ on Reading Engagement of Selected Secondary School Students in Nigeria
Author(s) -
Ibitola Oluwatoyin Adigun,
Fadekemi Omobola Oyewusi,
Kolawole Akinjide Aramide
Publication year - 2021
Publication title -
interdisciplinary journal of education research
Language(s) - English
Resource type - Journals
eISSN - 2710-2122
pISSN - 2710-2114
DOI - 10.51986/ijer-2021.vol3.01.05
Subject(s) - reading (process) , session (web analytics) , psychology , spare time , covid-19 , medical education , pandemic , school library , mathematics education , pedagogy , medicine , library science , political science , computer science , engineering , world wide web , operations management , disease , pathology , infectious disease (medical specialty) , law
Several studies have decried the non-existence of functional school libraries in many primary and secondary schools in Nigeria. This inadequacy in school libraries made it extremely difficult for school librarians to foster the culture of reading in students through school library use and reading promotional activities. Moreover, library hours are not included in the school time table in many of the secondary schools in Nigeria. Thus, reading engagement has been on the decline among secondary school students in the country. Despite these challenges, some studies suggested that students will spend more time reading if they have more spare time. Therefore, this study investigated selected secondary school students’ reading engagement during the COVID-19 pandemic school lockdown. It was assumed that the availability of time during the period would motivate students to read since schools were closed and movement was restricted. The study adopted an online survey instrument (Questionnaire) administered to the students over 3-month period (April - June 2020). This instrument was adopted because there was total closure of schools throughout the country, thus the only means students could be reached at the time was through online. The questionnaire was sent to individual students and school online groups. Thus, the study was limited to students with information technology gadgets and online presence. The result revealed that there was no significant difference in the duration of time students spent reading during the lockdown and when school was in session. It also revealed that students read textbooks to prepare for examinations and to keep sound academically.