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Impact of Reading habits on the Academic Achievements: A Survey

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University of Nebraska - Lincoln
DigitalCommons@University of Nebraska - Lincoln
Library Philosophy and Practice (e-journal) Libraries at University of Nebraska-Lincoln

Winter 1-30-2019

Impact of Reading habits on the Academic

Achievements: A Survey
Kumara B
Tumkur University, [email protected]

B T. Sampath Kumar
Professor, Department of Studies and Research in Library and Information Science, Tumkur University,
[email protected]

Follow this and additional works at: https://digitalcommons.unl.edu/libphilprac

Part of the Library and Information Science Commons

B, Kumara and Sampath Kumar, B T., "Impact of Reading habits on the Academic Achievements: A Survey" (2019). Library Philosophy
and Practice (e-journal). 2269.
https://digitalcommons.unl.edu/libphilprac/2269
Impact of Reading habits on the Academic Achievements: A Survey
Kumara B
Research scholar
Department of Studies and Research in Library and Information Science
Tumkur University, Tumakuru

Dr. B.T. Sampath Kumar

Professor
Department of Studies and Research in Library and Information Science
Tumkur University, Tumakuru

Abstract
The present paper examines the impact of reading habits on the academic achievements
of the students and faculty members in the universities of Karnataka state. The survey was
conducted using a well design and structured questionnaire. A total of 2463 postgraduate
students, research scholars and faculty members participated in the study. The study population
consisted of an equal number of males (50.2%) and female (49.8%) and most of them (63%) are
from rural areas. The study found that the majority of the respondents are from Science (48.8%)
disciplines. The study found that almost all the respondents have reading habits and most of the
them read at their home (69.1%), followed by university library (48.6%). It is very interesting to
note that 57.7% of the respondents read books everyday. The study found that, most of the
respondents preferred to read newspapers/magazines (69.5%), followed by books (58.9%). The
study found that to a great extent, the majority of the respondents read various information
sources, because they are interested in the topic of the study (53.2%). The study found that, the
reading habit has made an impact on the academic achievements of the respondents. Further, it is
found that reading habit has been acting as a channel for gaining real world of knowledge.
Further, it also improved mental capacity and enhanced the reading skills in everyday life.

Keywords: Reading habits, Academic achievements, Faculty members.

Introduction
Reading is the meaningful interpretation of visual or graphical symbols (Nuttal, 1982).

Reading is a means of seeking knowledge, information or entertainment through the written

words. Reading is said to be a means of language acquisition, communication and sharing

information and ideas (Rwanda Book Development Initiative, 2011). Reading is not only the
process of interpretation or understanding the text, but an interactive session with the thoughts of

the greatest thinkers of the past, present and future genre. It provides an opportunity to transcend

into a new journey with own understanding and experience of the subject and promotes new

thinking (Rattan, 2013).

Reading is one of the most important components of our language and it is an essential

tool for lifelong learning for all learners. The reading, especially is a resource for continued

education, for the acquisition of new knowledge and skills, for gaining information through the

media, especially newspapers, books, radio, television, and the computers (Chettri & Rou, 2013).

The reading habit is an essential and important aspect for crating the literate society in this

world. It shapes the personality of an individual and it helps them to develop the proper thinking

methods and creating new ideas (Chauhan & Lal, 2012). Reading habit is an active skill based

process of constructing meaning and gaining knowledge from oral, visual and written text.

Reading habits are the intellectual activities for giving more information, knowledge and learn to

various types of things and their activities (Babu & Durgaiah, 2016). Reading habits also are

increasingly important in the contemporary environment of rapid technological change in the

global level (Asokan & Dhanavandan, 2013). Keeping in view the importance of reading habits,

this study made an attempt to know the impact of reading habits on the academic achievements

of faculty members and students.

Objectives of the Study

The main objectives of the present study are:

• To know the place and frequency of reading books by the students and faculty members.

• To identify the various print sources preferred by students and faculty members for

reading.

• To know the purpose of reading by students and faculty members.

 • To understand the impact of reading habits on the academic achievements of students and

faculty members.

Literature Review
The present study examines related literature and provides background information about

theoretical researches done in the area of reading habits. In this study for the past few decades,

many researchers have devoted efforts to examine the reading habits.

According to Tharumaraj & Nooreen Noordin (2011) explored the study, which tried to

analyze teachers’ reading habits and teaching strategies for reading skills. A total of 65 teachers

participated in the study. The data showed that the majority of respondents (60%) did leisure

reading almost every day. In fact, 14.6% of the respondents indicated that surfing the Internet

was part of their leisure time activity. It would also result in students enjoying as well as

appreciating the text that they read. The end result that should be achieved would be developing

independence, mature and autonomous readers.

Thanuskodi in the year 2011 conducted the study on reading habits among library and

information science students of Annamalai University. A sample of 342 of the students

participated in this research, of which 186 students were female and 156 were male students. The

data showed that students spend more time, i.e. 11 to 15 hours (77.48 %) reading books and

29.83 percent to surf the Internet. Further, the study indicated that the majority of the LIS

students (79.53 %) are interested in reading LIS course material frequently and 30.12%

sometimes read LIS related materials on the Internet. The findings of this study that LIS students

need to improve their reading habits. It will be beneficial to have a record of their reading habits

in order to make predictions about their academic success in the study.

Bajpai (2013) conducted the study to investigate the reading habits of the B-school users

like students and faculties. A total of 130 responses was collected from students and faculty

members. The purpose of this study was to know the user's response to different aspects of
reading habits. The result showed that, printed resources are the main source of information as

55.38% respondents used print resources and 44.62% respondents used electronic resources. The

findings of the study show that, reading is a tool in the hands of a person by which he/she can

increase his/her knowledge to obtain new ideas and reading gets a serious attention among the

users.

Akanda, Hoq & Hasan (2013) conducted a study on reading habits of students in social

sciences and arts: a case study of Rajshahi University. A total of 260 filled questionnaires

received from the respondents. The study found that 30.38% students use the Internet for sending

and receiving email, followed by research (28.85%), for downloading important texts (12.69%)

and 9.62% use the Internet to read online journals. The findings of the study shows, learning

leads to an overall mental, professional, and human development. Further, the study also

revealed that reading not only gives people, new ideas, information, and insights, it also helps

them to become more complete in every aspect.

According to Daniel et al., (2017) conducted the study on effect of reading habits on the

academic performance of students: a case study of the students of Afe Babalola University, Ado-

Ekiti, Ekiti State. A total of 180 was sampled. The majority of the students who took part in the

study (58.9%) were female while 41.1% of the students were male. However, the types of

information, materials, mostly read by the respondents are basically their notebooks, textbooks

and electronic resources. Based on the findings, the major factors militating against students

reading habit is the Social media, e.g. Facebook, Whatsapp, Twitter, 2go etc.. Finally, the study

also revealed that reading habits have significant effect on academic performance of the students.

Vellaichamy & Jeyshankar (2014) examined the reading habits of Alagappa University

central library users (AUCL) only. Totally 300 filled up questionnaires were received back. The

rate of response is 88%. Among them 140 respondents (46.67%) were male, 160 respondents
(53.33%) were female. The study found that for majority of users were reading was preferable

place for home (36.67%) followed by library (24.67%) and classroom (21.01%). The findings of

the study showed that, the majority of the users were the main obstacle for T.V (36.67%),

followed by internet (22.67%), 21.0% of respondents are responded unavailability of books. The

study indicated that one of the major goals of the university central library is to inspire a love for

reading and to promote a reading culture among its users.

Methodology

The purpose of present study is to investigate the impact of Reading habits on the

academic achievements of the students and faculty members. The study has selected 2463

students and faculty members from 11 state universities in Karnataka State. Of the 59

universities in Karnataka state, the present study has selected eleven state funded universities and

hence the scope of the study is confined only to the universities in Karnataka state. viz.,

Akkamahadevi Women’s University, Vijayapura; Bangalore University, Bengaluru; Davanagere

University, Davanagere; Gulbarga University, Kalaburgi; Karnatak University, Dharawada;

Kuvempu University, Shivamogga; Mangalore University, Mangaluru; Rani Chennamma

University, Belagavi; Tumkur University, Tumakuru; University of Mysore, Mysuru and

Vijayanagara Sri Krishnadevaraya University, Ballari.

The total strength of the faculty members and postgraduate students in the eleven

universities in Karnataka state was 34,283 for the academic year 2015-16. There are several

formulas for calculating the required sample size. This study has followed the formula given by

Krejcie and Morgan (1970).

𝑥 2 NP(1 − 𝑃)
s= 2
𝑑 (N − 1) + 𝑥 2 P (1 − P)

s = required sample size.

𝑥 2 = the table value of Chi-square for 1 degree of freedom at the desired confidence level

(6.635).

N = the population size (34,283).

P = the population proportion (assumed to be 0.50 since this would provide the maximum

sample size).

d = the degree of accuracy expressed as ‘p’ (i.e. Margin of error=0.025)

6.635 × 34283 × 0.50 (1 − 0.50)

s=
(0.025)2 (34283
− 1) + (6.635) (0.50) (1 − 0.50)

s=2463.371

The sample size has been calculated using the above-mentioned formula. The required

sample size was 2463.371 but the sample population was rounded off to 2463 (Degree of

accuracy/margin of error=0.025 and confidence=99%).

Analysis and Interpretation of Data

Table-1: Demographic information of respondents

Frequency
Demographic information Percentage
(N-2463)
Male 1236 50.2
Gender
Female 1227 49.8
Rural 1552 63.0
Social background
Urban 911 37.0
Arts 878 35.6
Subjects
Science 1203 48.8
Commerce 382 15.5
20-30 2170 88.1
31-40 176 7.1
Age
41-50 76 3.1
>51 41 1.7
 The data presented in the table-1 shows the demographic information of respondents. The

study population consisted of an equal number of males (50.2%) and female (49.8%)

respondents. The table also clearly shows that, majority of the respondents are from the rural

areas (63%) and only 37.0% of respondents are from urban areas. Further, it also reveals that

the majority of the respondents are from Science (48.8%), followed by Arts (35.6%), and

Commerce (15.5%) disciplines. The result shows another notable findings of the study, 88.1%

majority of the respondents are in the age group of below 30 years, followed by, 7.1% of them

are in the age group of 31-40 years, 3.1% of the respondents age group of below 41-50 years

and also few of them age group of above 51 years(1.7%).

Table-2. Preferred places for reading books

Yes No
Places Frequency Percentage Frequency Percentage

Home 1701 69.1 762 30.9

Public Library 393 16.0 2070 84.0

University Library 1198 48.6 1265 51.4

Department 723 29.4 1740 70.6

Hostel 783 31.8 1680 68.2

Travelling 334 13.6 2129 86.4

Friends/Neighbors’ home 134 5.4 2329 94.6

Park/Field/Temple 94 3.8 2369 96.2

The table-2 shows that preferred places for reading books. The study found that almost

all the respondents have reading habits and most of the them read at their home (69.1%),

followed by university library (48.6%), hostel (31.8%), departments (29.4%) and few of them

read in public libraries (16%).

 Table-3: Frequency of the reading books (N=2463)

Frequency Percentage
Everyday 1421 57.7
2-3 days in a week 551 22.4
Once in a Week 179 7.3
Once in a Month 56 2.3
Occasionally (as on demand) 256 10.4
Total 2463 100

Table-3 shows that frequency of the reading books by respondents. It is very interesting

to note that 57.7% of the respondents read books every day, while 22.4% of them read books 2-3

days in a week and only 10.4 % of the respondents read books occasionally.

Table-4.4: Purpose of reading

Purpose To a great To full To little To some Not at all
extent extent extent extent
I am interested in the topic 1310 602 203 178 170
(53.2%) (24.4%) (8.2%) (7.2%) (6.9%)
It is my hobby 873 672 382 241 295
(35.4%) (27.3%) (15.5%) (9.8%) (12.0%)
I read for learning 1141 723 297 129 173
(46.3%) (29.4%) (12.1%) (5.2%) (7.0%)
To gain a general overview of the 635 728 475 264 361
text (25.8%) (29.6%) (19.3%) (10.7%) (14.7%)
For exam purpose 789 606 365 265 438
(32.0%) (24.6%) (14.8%) (10.8%) (17.8%)
To prepare notes 678 660 442 345 338
(27.5%) (26.8%) (17.9%) (14.0%) (13.7%)
To complete assignments 586 608 464 384 421
(23.8%) (24.7%) (18.8%) (15.6%) (17.1%)
For research purpose 704 505 366 372 516
(28.6%) (20.5%) (14.9%) (15.1%) (21.0%)
To understand tomorrow’s lecture 544 550 441 390 538
(22.1%) (22.3%) (17.9%) (15.8%) (21.8%)
To prepare my seminar 736 673 394 335 325
presentations (29.9%) (27.3%) (16.0%) (13.6%) (13.2%)
To improve the communication 636 318 227 265
1017 (41.3%)
skills (25.8%) (12.9%) (9.2%) (10.8%)
 The data related to the purpose of reading books are presented in Table-4. The study

found that to a great extent, the majority of the respondents read various information sources

because they are interested in the topic of the study (53.2%), followed by the read for learning

(46.3%), to improve the communication skills (41.3%) and also the reading books in a hobby

(35.4%). Furthermore, the result shows few of the respondents opined that, to prepare for the

examination (32.0%), followed by to prepare my seminar presentations (29.9%), and also noted

that, few of them opined for research purpose (28.6%).

Table-5: Various print sources preferred for reading

Print sources Daily Twice in a Weekly Monthly Occasionally

week
Books 1450 435 256 76 246
(58.9%) (17.7%) (10.4%) (3.1%) (10.0%)
Journals/Back volumes of Journals 524 494 482 318 645
(21.3%) (20.1%) (19.6%) (12.9%) (26.2%)
Newspapers/Magazines 1712 241 191 86 233
(69.5%) (9.8%) (7.8%) (3.5%) (9.5%)
Reference sources (Dictionary/ 602 440 427 267 727
Encyclopedia/Gazetteers)
(24.4%) (17.9%) (17.3%) (10.8%) (29.5%)
Project reports 274 269 377 402 1141
(11.1%) (10.9%) (15.3%) (16.3%) (46.3%)
Dissertations/Theses 226 231 275 362 1369
(9.2%) (9.4%) (11.2%) (14.7%) (55.6%)
Conference proceedings 216 220 253 384 1390
(8.8%) (8.9%) (10.3%) (15.6%) (56.4%)
Reports 309 253 318 361 1222
(12.5%) (10.3%) (12.9%) (14.7%) (49.6%)
Newsletters 535 327 308 302 991
(21.7%) (13.3%) (12.5%) (12.3%) (40.2%)
 The various print sources preferred for reading presented in the Table-4.5. The study

found that, most of the respondents preferred to read newspapers/magazines (69.5%), followed

by books (58.9%) and reference sources (dictionary/encyclopedia/gazetteers) (24.4%) n a daily

basis. The result of the study shows that, less percent of respondents preferred to read newsletters

(21.7%), journals/back volumes of journals (21.3%) and few of them preferred to read reports

(12.5%), project reports (11.1%), dissertations/theses (9.2%) and also conference proceedings

(8.8%) on a daily basis.

Table-6: Impact of Reading habit on the academic achievements

Impact Strongly Agree Can’t say Disagree Strongly

agree disagree
It is a channel for gaining real world 1389 818 97 29 130
of knowledge
(56.4%) (33.2%) (3.9%) (1.2%) (5.3%)
It affects on my success during the 876 1009 263 93 222
exam times
(35.6%) (41.0%) (10.7%) (3.8%) (9.0%)
It enables me to express my feelings 597 897 561 165 243
(24.2%) (36.4%) (22.8%) (6.7%) (9.9%)
It improves mental capacity 1007 999 185 84 188
(40.9%) (40.6%) (7.5%) (3.4%) (7.6%)
It is the basic tool of education 1139 900 158 74 192
(46.2%) (36.5%) (6.4%) (3.0%) (7.8%)
It enhances skills in everyday life 991 915 241 95 221
(40.2%) (37.1%) (9.8%) (3.9%) (9.0%)
It improves/sharpens the intellect 941 936 243 97 246
(38.2%) (38.0%) (9.9%) (3.9%) (10.0%)
It promotes effective participation in 883 932 298 125 225
the social life
(35.9%) (37.8%) (12.1%) (5.1%) (9.1%)

The impact of reading habits on the academic achievements is shown in Table-6. The

study found that, the reading habit has made an impact on the academic achievements of the

respondents. The majority of the respondents strongly agreed that, reading is the channel for
gaining real world of knowledge (56.4%), followed by it is the basic tool of education (46.2%), it

improves mental ability (40.9%), and also it enhances skills in everyday life (40.2%).

Furthermore, they have opined that, reading is improves/sharpens the intellect (38.2%), it

promotes effective participation in the social life (35.9%), its affects on my success during the

exam times (35.6%) and also few of them opined that it enable me to express my feelings

(24.2%).

Discussion and Conclusion

The present study found that various interesting results with respect to preferred places of

reading books as well as purpose of reading books and impact of reading habits of their academic

achievements.

The study found that, the population consisted of an equal number of male (50.2%) and

female (49.8%) respondents and it is observed that most of the respondents are from the rural

areas (63%). The study recommends that university authority needs to provide free hostel

facilities on the campus to promote reading habits among the students.

It is very interesting to note that almost all the respondents have reading habits and most

of them read books at their home (69.1%). It is also found that most of the respondents have a

high positive attitude toward reading books. The respondents also showed their interest read

books at home. Therefore, it is suggested that the library timings need to be extended, so that the

students and faculty members can read books in the library for the longer hours.

In this survey, it is observed that, most of the respondents are not aware of the gazetteers,

bulletins, encyclopaedias and other reading materials. The study recommends that, faculty

members of the concerned departments, university libraries and library staff need to create

awareness about gazetteers, bulletins, encyclopedias and other reading materials.

 Further, the study revealed that most of the respondents read various information sources

because they are interested in the topic of the study. In this context, the university authorities

need to create awareness among the students and faculty members to read books not only for

their topic of the study, but also to know more about reading books, to prepare for the

examination, to prepare seminar presentations and also in the research work. Furthermore,

university authorities and all faculty members may hold reading campaigns by inviting more

influential or inspiring personalities so the students will be more attracted to participate in the

reading events.

The study found that, few of the respondents read literature for research purpose. This

shows that most of the respondents are not interested in the research work. The study

recommends that, university authorities may provide the research grants and also organise more

number of research related seminars, conferences, workshops, and symposiums to encourage and

motivate the students and faculty members to do better research.

Another notable finding of the study is that the all most all the students and faculty

members are very much interested to read books. The study found that most of the respondents

have a high positive attitude toward reading books. This study shows that the reading habit has

made an impact on the academic achievements of the students and the faculty members. Further,

it is found that reading habit has been acting as a channel for gaining real world of knowledge,

improved mental capacity and enhanced the reading skills in everyday life. Therefore, the study

recommends that university library need to subscribe more number of books, journals and related

materials for further study. Moreover, the events viz., study circle, debate clubs, seminars, essay

competitions, quiz competitions may be conducted by the library to attract the students and

faculty members towards the library to increase the reading habits.

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