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AN EXPLORATION OF THE FACTORS INFLUENCING LOW READING LEVELS

AMONG SECONDARY SCHOOL LEARNERS: A CASE STUDY OF SELECTED


URBAN SECONDARY SCHOOLS IN CHINGOLA DISTRICT.

BY
MAINZA SHADUNKA
STUDENT ID: 22659

RESEARCH PROJECT SUBMITTED TO TECHNICAL AND VOCATIONAL


TEACHERS’ COLLEGE IN PARTIAL FULFILMENT FOR THE REQUIREMENT
OF THE AWARD OF THE DEGREE IN SECONDARY EDUCATION

TVTC 2023

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TABLE OF CONTENTS
CHAPTER ONE....................................................................................................................................4
INTRODUCTION.................................................................................................................................4
1.1. Overview........................................................................................................................................4
1.2. Background....................................................................................................................................4
1.3 Statement of the problem.................................................................................................................6
1.4 Purpose of Study..............................................................................................................................6
1.5 Research Objectives...................................................................................................................6
1.6 Research Questions..........................................................................................................................6
1.7 Significance of Study.......................................................................................................................7
1.8 Limitations......................................................................................................................................7
1.9 Delimitation.....................................................................................................................................7
1.10 Definition of key terms..................................................................................................................7
1.10 Theoretical framework...................................................................................................................8
1.11 Chapter summary...........................................................................................................................8
CHAPTER TWO.......................................................................................................................................9
LITERATURE REVIEW..............................................................................................................................9
2.1 Introduction.....................................................................................................................................9
2.2 Factors aggravating to low reading levels among Secondary school learners..................................9
2.3. Effects of low reading levels........................................................................................................11
2.4. Challenges faced in reading among the secondary school learners...............................................12
2.5 Research gap..................................................................................................................................14
2.6 Conclusion.....................................................................................................................................14
CHAPTER THREE.............................................................................................................................15
METHODOLOGY..............................................................................................................................15
3.0 Introduction...................................................................................................................................15
31. Research Design............................................................................................................................15
3.2 Study Population...........................................................................................................................15
3.3 Sample Size...................................................................................................................................15
3.4 Sampling Procedure.......................................................................................................................16
3.5 Data collection instrument.............................................................................................................16
3.6 Data collection procedure..............................................................................................................16
3.7 Data Analysis................................................................................................................................16
3.8 Ethical Consideration....................................................................................................................16

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3.9 Chapter summary...........................................................................................................................16
References...........................................................................................................................................17
APPENDICES A-Proposed budget.....................................................................................................19
APPENDICES B- TIME LINE...........................................................................................................20
APPENDIX D-RESEARCH QUESTIONNAIRE FOR PUPILS........................................................24

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CHAPTER ONE
INTRODUCTION
1.1 Overview
This study sought to explore the factors influencing low reading levels among secondary
school learners. Under this chapter the following was discussed; background of the study,
statement of the problem, purpose of study, objectives, study questions, significant of the
study, delimitation, limitation to study, the definitions of terms that was used in the study as
well as the theoretical framework were presented among other headings. This chapter
discussed the background as presented below.
1.2. Background
Reading, according to William (Grabe, 2009:14), is the process of receiving and interpretive
language-based information from print media. Another researcher, (Johnson, 2008:3) asserts
that reading is the act of using text to infer meaning. By examining these two definitions, we
can infer that in order to read, a person must be able to discern the correct meanings of
language from written symbols.
The capacity of an individual to read has several advantages and affects practically in every
component of their life. Reading enhances one's knowledge, perspective, as well as
understanding of the world in addition to their vocabulary, comprehension, and language
skills (kim 2001). Reading can also help with stress relief, enjoyment, and relaxation. It can
also help with creativity and imagination. Reading also promotes the growth of analytical and
critical thinking abilities, which further improves a person's capacity for problem-solving and
decision-making furthermore, reading is now easier to do than ever thanks to the rise of
digital media, which includes physical books, periodicals, newspapers, and e-books. It is
impossible to overestimate the value of reading, thus it should be cultivated as a habit.
People who can read have access to a wide range of opportunities, ideas, and experiences as
well as new knowledge. By reading one can learn a lot and use it effectively to do a range of
tasks in our life. Regular reading increases the level of intelligence and sharpens one's
judgement while also enhancing the depth of understanding. (Sanford, 2015) stated that,
"Encouragement of early reading helps youngsters understand their surroundings".
There are several benefits to reading for secondary school students, (Njie, O. (2013) claims.
Reading helps secondary school students' concentration, which is the first advantage.
Reading books helps students focus better, which benefits them over time by keeping their
minds sharp. Additionally, the habit of continuous reading aids secondary school students in

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strengthening their memory and enabling them to recall the specifics of the information they
read for extended periods of time.
Another benefit is that reading helps secondary school students to study better since it
strengthens their brains more as they read. Moreover, (Njie, O. 2013); argues that reading
Promotes Critical Thinking Skills, Reading stories, especially those which revolve around the
mystery or thriller genre helps pupils to visualize and critically analyse the character’s
situation, this helps them to develop their critical thinking skills.
However, probably one of the most important reasons for reading for secondary school pupils
is that reading is the gateway to learning. As (Oberholzer, 2015) eludes that,” reading is
crucial to the academic success of pupils and to the growth of a nation”. It is therefore, the
key to pupils’ future academic achievement and well-being. Pupils who struggle to read
words accurately quickly fall behind their peers. They read less and do not accumulate the
necessary background knowledge and vocabulary from reading, the secondary school
curriculum places high demands on students' ability to read age-appropriate literature
proficiently. Students that struggle with reading will always be at a disadvantage since they
are unable to obtain the meaning and the required content.
In order to keep students from slipping farther behind in their schooling, it is crucial that
reading be a top emphasis. Students who struggle with reading also require assistance. When
students struggle to read words accurately and fluently, comprehension diminishes. When
students have trouble reading the text on a page, it is often because their working memory is
too full. They lag behind in any topic that needs reading because they are unable to
comprehend what they read and cannot recollect prior material.
There are still students in secondary schools in Zambia who read at incredibly low levels.
According to the study of (Mwanamukubi L, 2022), more than half of secondary students
were unable to read fluently at the required level for their grade; they made mistakes while
reading, including mispronouncing, substituting words, adding words, and missing certain
words. According to (Matafwali, 2021), the majority of students who struggle with spelling
and reading have inadequate phonological processing abilities. This situation is inappropriate
at the secondary school level because phonological processing abilities are intended to be
developed in the primary grades. Therefore, the purpose of this study was to investigate what
contributes to the low reading proficiency for secondary school students in the Chongola
district.

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1.3 Statement of the problem
Reading is vital for success in life, according to (Paananen, 2019). "A child should become
proficient in reading and writing during their first years of school in order to be able to
assimilate new knowledge and skills in the future." The statement made by (Oberholzer,
2015) which stated "reading is crucial to the academic success of pupils and to the growth of
a nation" further bolsters this claim. The key to students' future academic success and
wellbeing is reading. Nevertheless, (Mwanamukubi, 2021) claims that there is proof of low
reading levels in secondary schools. The researcher also observed that secondary school
students were unable to read fluently in English during the teaching practise. Students
displayed some bad reading habits, like reading too quickly and failing to apply punctuation.
Why some students in secondary school grades struggle with reading is still a mystery. What
is clear, though, is that secondary students' low reading levels might increase if the courses
are not investigated and handled appropriately. Hence, this might have an impact negatively
on other school subjects for secondary school students.

1.4 Purpose of Study


The main purpose of this study was to explore the factors that are influencing low reading
levels among secondary school learners.
1.5 Research Objectives
i. To examine the factors that aggravate to low reading levels among Secondary school
learners.
ii. To establish the effects of low reading levels among the secondary school learners.
ii. To explore challenges that is commonly faced in reading among the secondary school
learners.

1.6 Research Questions

i. what are the factors that aggravate to low reading levels among Secondary school learners?

ii. What are the effects of low reading levels among the secondary school learners?

iii. What are the challenges that are commonly faced in reading among the secondary school
learners?

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1.7 Significance of Study
This study might be significant because it may point out at the challenges that learners face
that are associated to reading especially faced by those in secondary schools. The study might
also suggest applicable solution to the government and curriculum developers on the ways
that they can improve reading levels among the secondary school learners. Curriculum
developers may also utilise some of the findings to improve on the provision of quality
education.
1.8 Limitations
There is tight schedule such that it may be difficult to complete the study within the planned
time frame. This is because the researcher was also be doing the teaching practice at the time
that this study was conducted. However, the researcher set deadlines and request the
respondents to return the questionnaires at the earliest time possible. So that the data needed
for the study should be collected and analysed at an earliest time. With the reports of poor
economy and high levels of hunger in the country (world bank 2023), it is also anticipated
that some respondents might be asking for money before accepting to be respondents.
However, the researcher tried and convince them by telling them that this study is not just of
benefit to the researcher but to the ministry of education and that complication of this study
lies of their cooperation.
1.9 Delimitation
This research will confine itself to a study of selected schools of Chingola district, time
constraints does not allow for a broader coverage of any other additional districts.
1.10 Definition of key terms
FACTORS: Something that contributes to or has an influence on the outcome of something.

INFLUENCING: The effect of something on a person, thing, or event

LOW READING LEVEL: literacy levels below the expected standards.

AFFECTS: A change or changed state occurring as a direct result of action by somebody or


something else
ENGLISH: A subject taught in school.
ENGLISH LANGUAGE: a language used as medium of instruction in the Zambia
educational curriculum in upper primary to secondary section
LEARNING: The acquisition of knowledge or skill
SECONDARY: Grads ranging from grade eight to grade twelve.

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1.10 Theoretical framework
The main purpose for reading is to comprehend the ideas in the material. Without
comprehension, reading would be empty and meaningless. Providing a basis for this study is
the existing theory by Thomas G. Gunning, the Schema Theory. Gunning (1996) defines a
schema as the organized knowledge that one already has about people, places, things, and
events. The above theory is relevant to the study for it involves an interaction between the
reader’s own knowledge and the text, which results in comprehension. It will help to
understand if learners are able to comprehend what they read.
1.11 Chapter summary
In this chapter of the research, the researcher tried to present the topic at hand and described
its background, the study is about the secondary learners' low reading levels, and the causes
of the low reading rates among students in Secondary School, other issues discussed are
delimitation. The chapter also identifies a few of the key elements that might cause the
researcher the most difficulties when trying to gather the necessary data for the study.

CHAPTER TWO
LITERATURE REVIEW

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2.1 Introduction
The following chapter carries out a review of previous works carried out by other researchers
in the field of reading. It examines its strengths and weaknesses in relation to the present
study. To remain focused in this study, literature review was generated from the following
themes which included; factors aggravating to low reading levels among Secondary school
learners, effects of low reading levels and explore challenges that are commonly faced in
reading among the secondary school learners.
2.2 Factors aggravating to low reading levels among Secondary school learners

There a lot of policies that could be working for the primary school pupils and yet be
affecting reading in secondary grades. For example, the free education policy, is a good
policy that is not just giving a chance to all children to be in class but its giving them a
chance for a better future. Nevertheless, this policy has led to overcrowded classrooms such
just it’s affecting proper teaching. Weather Zambia is ready to have free education or not it’s
a discussion for another day. Due to primary school factors that affect children to attain better
fluency in reading in primary grades. Many children go to secondary section while still
struggling with reading. According to research evidence, it is very difficult to catch up or
become fluent readers once learners lag behind in the language –based skills of reading
unless intensive measures are put in place (Matafwali, 2021). Early intervention is very
cardinal as it can help in ameliorating the problem rather than waiting until it is too late.

(Mondo 2008) argues that, in the primary section there are a lot of changes in terms of
literacy policies that is currently going on. These changes might even end up confusing the
teachers pertaining to which method wasst suit their. Furthermore, teachers in primary section
are being deployed in places were the language of instruction is different from their mother
tongue language. This means that the teacher and pupils will both start learning the elements
of language at the same time marking it almost impossible for learners to obtain proper
reading skills. Thus, affecting their learning when they go to secondary education, there is
needed to know the causes of reading difficulties before intervening.

It is very difficult for a problem to be solved without understanding its cause. For example, if
it is found that the cause of the reading difficulty is lack of phonological awareness and skills
in alphabetical coding, there is need for teachers to be trained on the letter-sound
correspondence methods of teaching which are based on alphabetical codes (Mondo, 2008).
These teachers will in turn help the pupils with reading difficulties. Therefore, a powerful

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predictor of reading achievement that has garnered much attention in the recent past is
phonological awareness. Phonological awareness refers to an individual's implicit and
explicit sensitivity to the sub lexical structure of oral language. Children gradually become
aware of the phonological composition of spoken language, with awareness moving from
larger to smaller units. The most sophisticated level of phonological awareness represents the
ability to analyze oral language at the level required (Miskel 2008). A lack of this awareness
may impede an individual's ability to acquire accurate and fluent word reading skills.

Research evidence has also shown that phonological awareness is critical to the acquisition of
early decoding skills in children. If there is lack of these skills especially when the young
learners make the transition to learning and reading and writing with comprehension in their
learning, there is a likelihood that the pupils may flounder. This point has been noted by the
same writer in which it has been revealed that lack of phonological skills are contributory
factors to pupils’ lack of reading. Thus, as much as it has been supported by the majority of
scholars, there is need for a wider research that will look at how the reading programs in
primary schools are impacting on the reading levels in secondary grades.

According to Adebayo (2008), Botha et al. (2008), and Lindner (2008), many primary school
teachers have a limited understanding of how to teach literacy and a bad attitude towards
teaching their students reading methods (language policies). According to Botha et al. (2008),
the quality of reading instruction and learning has been negatively impacted by the hiring of
inexperienced language teachers. The majority of students have weak literacy abilities, which
is a result of instructors' incompetence and the subpar teaching methods they employ to teach
reading in the classroom, according to Njie (2013), Lucas (2011), and Harrington (2001).
Harrington (2001) also made the point that the effectiveness of the teacher is the most
important aspect in students' learning.

The early grades (grades 1-4) of the Zambian educational system recognise the use of widely
spoken Zambian languages as the official languages of instruction. This is due to studies
showing that using language that pupils are familiar with, they comprehend well and it helps
them learn more quickly and effectively. On the other hand, it has been noticed by the
researchers (Mkandawile 2019, Zimba, S 2017) that teaching young children in their native
tongue and imparting basic literacy in that language have some effects on the teaching of
English in secondary grades. This is due to the fact that primary school students spend more
than half of their time learning and communicating in their native tongue, making it nearly

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impossible for them to successfully communicate in English, especially after they enter high
school, As a result, giving little chance for learners to practice English therefore, leading to
problems relating to reading comprehension.

Maruyama (2007) cites three considerations which support the view that reading difficulties
are caused by neurological factors. These are, disorientation and disorganisation in the
recognition of visual patterns due to brain damages, hereditary relationship of reading
disability and the interrelationship between visual, auditory, temporal and kinaesthetic
disorientation and disorganisation. Mando (2008) indicates that reading failure is mainly
caused by failure to acquire phonological awareness and skills in alphabetical coding.

2.3. Effects of low reading levels


One of the effects of low riding levels is low academic achievement is (Mumba, &
Mkandawire 2020). The problem of low academic achievement is one of the biggest
problems that facing the modern educational institutions (Richard, 2011), which hindered
secondary school learners from the implementation of their educational mission
appropriately. Still, this problem may lead to the presence of a group of students who are
unable to pursue their courses with their colleagues because of their weak reading potentials,
becoming a source of annoyance, chaos and inconvenience to the teacher and the rest of the
students and this in turn leads to disruption of the educational process in the classroom and in
the whole school. (Richard, 2011), though, many parents complain of low academic
achievement experienced by their children, unaware of the real reasons behind this weakness
and ways to solve it. Some parents might use non educational and useless methods such as
physical punishment to urge their children to be hardworking in their studying.
Unfortunately, these coercive methods cannot lead to improved conditions of their children.
On the other hand (Johnson 2008) agrees that, good reading skills are an intrinsic part of the
learning process; it promotes retention of information and offers invaluable perspective in all
subjects. A lack of studying affects the student negatively; moreover, it leads to low grades,
low self-esteem, and low sense of values.

To add on, (Mondo 2008) asserts that, if students do not read they cannot study, the first thing
that suffers is their grades. Studying enables students to enhance and learn more than what
they see or read at first glance. If students choose not to study, their grades was lower than
those that choose to study. Low grades lead to a low overall average; a low overall average
reduces a student’s chance of being accepted into a postsecondary institution. As well, low

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grades limit the options that students have for potential educational opportunities. Thus, the
pathway to the future will narrow.

Low self-esteem is also a direct result of low grades coursed by poor reading skills (Eldridge,
2021) which, in turn, is a direct result of not studying. Studying allows students the
confidence to believe in what they have learned. Students who have studied are secure in
expressing their opinions and engaging in conversations regarding a topic. In opposition a
lack of studying causes a low self-esteem that prohibits students from confidently conveying
what they know. As a result, frustration steps in and students begin to think less about
themselves and their abilities. A lack of studying often leads to a sense of worthlessness and
constant comparison, on the student’s part, to others. Even sense of value is related to
studying. (Johnson 2008), when students do not study, they are not retaining the information
or knowledge that will allow them develops their sense of identity, having a sense of one’s
identity provokes a sense of value. People need to feel valued, either in the workplace or at
home. A lack of studying strips students of personal value in the classroom and often times
after graduation when the “real world” has been entered.

2.4. Challenges faced in reading among the secondary school learners


If a student is having problems with literacy skills, it can affect their performance across the
school curriculum and have a negative impact on motivation to learn and self-esteem.
(Ayodele & Adebiyi 2013), Sometimes there may be an undiagnosed learning difficulty to
blame as is the case for students who struggle with dyslexia or slow processing”. In these
situations parents and educators are tasked with understanding the root of the problem and
providing children with appropriate coping strategies, to ensure they continue to progress and
achieve reading milestones.

Not every student acquires reading skills at the same rate. Reading begins with mastering pre-
literacy skills, including learning the alphabet and enhancing phonemic awareness. This is
followed closely by phonics instruction that teaches children how to map sounds to letters
and sound out words. Being a fast and efficient reader is important for classroom based
lessons, but also for satisfying homework requirements and performing well on standardized
exams.

(Vroom, 2014), indicated that, most learners’ face Issues with decoding which is also known
as sounding out words, decoding is when children are able to put sounds to letters in order to
sound out written language. It’s common for secondary school learners to struggle when they

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meet new or unfamiliar terms, but typically decoding becomes easier with phonics instruction
and repeated practice with reading out loud. If a child continues to struggle, there may be a
specific learning difficulty present, or a physical impairment that is preventing them from
physically seeing the letters or hearing the sounds in spoken language. Learn more in our
posts on dyslexia and visual impairment in the classroom.

As noted by (Rajani, 2016) Poor comprehension is another factor affecting reading for
secondary school learners. There’s a lot going on in reading, from letter and word recognition
to understanding meaning at the phrase, sentence, and paragraph level. When a reader
encounters vocabulary they do not know or do not recognize due to inaccurate decoding, they
are likely to skip ahead. The more blanks in a line of text, the harder it is to make meaning
and the more cognitively challenging and frustrating the reading task becomes. That’s why
poor comprehension can result when a student struggles with decoding, has a limited
vocabulary or attempts to read a text that is at too high of a level. However, (Davenport
2002), asserts that, reading also requires being able to pay attention to narrative. Students
need to identify gist, main ideas, and specific details and even make inferences about what
they are reading. If a student has problems staying focused as a result of attention difficulties,
it can affect reading levels.

Speed as noted by a number of scholars (William 2017), The more students read, the more
they encounter unfamiliar terms. Quite often the context in which these new words are found
gives children all of the clues they need to guess at the meaning. As students expand their
vocabulary, they recognize more words by sight and reading speeds up. Students who
continue to decode may benefit from overlearning sight words such as those on the Dolch
List. If speed is still an issue, there may be an underlying problem, such as slow processing.
Reading is a cognitively demanding task and holding so much information in mind while
continuing to process text can exhaust children with slow processing. Strategy instruction
may help, but it’s important that these students be allowed extra time to complete tasks that
require extensive reading. (Wakumelo, et al 2016) children who do not read with an
appropriate speed and acceptable pace find it hard to read properly and this affects their
comprehension.

English is full of silent letters and unexpected sounds. Often a student must simply memorize
the spelling of a word in order to recognize its written form in the future. Mnemonic devices

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can be of assistance in this respect, as can repeatedly drilling vocabulary and taking a multi-
sensory approach to learning.

The latter entails hearing a word read aloud, seeing it in its written form and even
incorporating a tactile aspect, such as typing the word at the same time. Another reason why
English is not the easiest language for most secondary school learner is because of the
lacking of correspondence in sounds to letters. In other words, there is more than one way to
spell the same sound. This can cause plenty of problems for secondary school learners
(Richard, 2011).

2.5 Research gap


There are a lot of researchers have identified the problems related to reading, others have
identified the challenges of reading in lower section of which solutions were suggested.
However in Zambia, especially among secondary school learners, the problem still persists.
Therefore, it is clear that a number of related issues need to be critically analysed especially
in Zambia were few or no study of this kind has been conducted.
2.6 Conclusion
In this chapter the following has been discussed factors aggravating to low reading levels
among Secondary school learners, effects of low reading levels and explore challenges that
are commonly faced in reading among the secondary school learners. The chapter has given
an extensive reveal of related literature in order to bring an understanding of other people’s
views about the topic at hand. Looking at the literature presented it can be safely concluded
that this problem of low reading levels is not just in Zambia it’s a problem of global
phenomena.

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CHAPTER THREE
METHODOLOGY
3.0 Introduction
This chapter presents the methodology that was employed in this research; it included the
Research Design, Study Population, Sample Size, Sampling Procedure, Data collection
instrument, Data collection procedure, Data Analysis and Ethical Considerations.
31. Research Design
According to (Omari 2011), research design refers to a distinct plan on how a research
problem was attacked. (Creswell, 2003) & (Kerlinger 2007) defined research design as the
plan, structure and strategy of investigation conceived so as to obtain answers to research
questions and control variance. This study used a descriptive research survey. In Descriptive
Research survey, the researcher describes the situation or case in depth in their research
materials. This research design is chosen because unlike in experimental research survey, the
descriptive research does not control or change any of the variables. Therefore, the results
that were generated were based on facts and happenings on the ground.
However the study used both quantitative and qualitative research approaches. Quantitative
approach helps to quantify the study by generating numerical data or data from the field and
transform them into useable statistics; Qualitative approach helps to study attitudes, opinions
and behaviours of teachers toward improving reading levels in secondary schools.

3.2 Study Population


The target population of the study is the large group of people, which has one or more
characteristics in common on which the research study was focused (Kothari 2004). The
population of this study was all secondary school teachers and pupils from Chingola district.
3.3 Sample Size
According to Best & Kahn (1993) a sample can be defined as a group or subset of the total
populations selected for observation and analysis. This study had a number of 70 respondents
of which 30 were teachers and 40 were secondary school pupils from Chingola district.
3.4 Sampling Procedure
The study used purposive sampling methods. Purposive sampling means that respondents are
chosen on the basis of their knowledge of the information desired (Calderon, 1993). In this
case, the researcher target primary teachers and pupils who are in secondary schools in

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Chingola district. This was done with the aim of getting data that is with the information that
is required to generate the findings.
3.5 Data collection instrument
The researcher used primary data collection instruments for this study. Primary data was used
to collect data through questionnaires. Questionnaires was used because they are easy to be
administered within a short time and they can be collected at any time. Moreover its results
could easily be tabulated and interpreted (Calderon & Gonzales, 1993).
3.6 Data collection procedure
Official permission to conduct the research was sought from the District Education Board
Secretary of Chingola. The instruments was administered through personal visit on
appointment with school Managers, teachers and pupils.
3.7 Data Analysis
According to Kothari (2004), data analysis is a process of editing, coding, classification and
tabulation of collected data. The process involves operations which are performed with the
purpose of summarizing and organizing the collected data from the field. In this study, Data
collected using questionnaire was analysed using Microsoft excel (ME).
3.8 Ethical Consideration
Ethical Considerations can be specified as one of the most important part of research.
Bryman and Bell (2017), pointed the most important principles related to ethical
considerations in dissertation which are; the protection of privacy of research participants has
to be ensured, adequate level of confidentiality of the research data should be ensured, full
consent should be obtained from the participants prior the study.in this research the use of
names was not allowed in older to protect the respondents identity. All issues of ethics were
observed and all information collected was used for academic purposes only.
3.9 Chapter summary
This chapter described research methods and techniques that were used in conducting this
research. Some of the issues discussed in this chapter included research design, the Study
Population, Sample Size and Sampling method, the methods of data collection, data analysis
and ethical consideration that was used when conducting this research.

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CHAPTER FOUR
PRESENTATION OF THE FINDINGS
4.1 Overview
Chapter three discussed the methods which were used in collecting the data. This chapter
presents the findings of the study and they are presented according to the objectives of the
study.
The objectives of the study were to: To examine the factors that aggravate to low reading
levels among Secondary school learners, To establish the effects of low reading levels among
the secondary school learners and to explore challenges that is commonly faced in reading
among the secondary school learners in Chingola district.
42. FACTORS THAT AGGRAVATE TO LOW READING LEVELS AMONG
SECONDARY SCHOOL LEARNERS,
Furthermore an inquiry was done to find the factors that aggravate to low reading levels
among Secondary school learners.
4.2.1. Availability of a library
School libraries bring information together, libraries provides secondary school students with
access to more sources of print and digital materials to support reading and inquiry learning
Respondents were asked to indicate if the schools had a library where secondary school
learners could go and read materials to enhance their reading abilities. The responses were
given as shown on the table below.
Table 4.1 availability of libraries

RESPONSES FREQUENCY PERCENTAGE %

YES 30 100%

NOT SURE 0 0%

NO 0 %
From this survey out of 30(100%) of the respondents 30(100%) indicated that their schools
had school libraries available where learners could go and read to enhance their reading
abilities. 0(0%) indicated that they were not sure if the school had a library and 0(0%)
indicated that their school had no school library where learners could go and read.

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4.2.2 Availability of books in the a library
The researcher also investigated if the school that had libraries available had enough
Meterials like books that learners could use read when they go to the library. The responses
to this survey where given as shown on table 4.2 below
RESPONSES FREQUENCY PERCENTAGE %

YES 10 33%

NOT SURE 5 17%

NO 15 50%
On this survey 33% of the respondents indicated that the library at their school had no books
that learners could read in order to enhance their reading abilities, 5(17%) indicated that they
were not sure if their school had books that learners could use for enhancing reading and
15(50%) of the respondents indicated that they were not sure if the library at their schools had
book that learners could use to enhance their reading.
One of the respondents indicated that, “Our library does not have books that support
reading; most of the materials that are in the library are for sciences and mathematics”
Another respondent indicated that, “our school has the library, the books for reading such as
story books and other books for English are available. However, learners do not have enough
time to go and read the materials that are available in the library because when only open it
for just an hour per day because when it’s left open learners go in and steal the books. Thus,
we wait for the teachers who are responsible for the library to knock off and do their library
duties for just an hour per day to avoid losing books”.
4.2.3 Programme that helps learners who come from primary section with reading
difficulties
UNESCO (2021) indicated that literacy is an undeniable human right. This is because literacy
programmers enhance understating and skills acquisition which are primary factors in
achieving prosperity and development. Warts (2022) indicated that schools should come up
with literacy catch up programs to help secondary school learners to develop literacy abilities.
The researcher asked the respondents to indicate if their schools had Programs that helped
learners who come from primary section with reading difficulties. Table 4.3 shows the
responses as given by the respondents.
Table 4.3 Reading programs for learners with reading difficulties

15
RESPONSES FREQUENCY PERCENTAGE %

YES 0 0%

NOT SURE 0 0%

NO 30 100%

From this survey 0 (0%) of the respondents indicated that their school had programs that
helped learners who came from the primary school level with reading difficulties, 0(0%)
indicated that they were not sure if their school had such programs and 30(100%) indicated
that their schools had no any special programs that aimed to help learners with reading
difficulties.
4.2.4 Literacy policies used in primary school
Just before the opening of the school calendar in January 2014, the Zambian government
announced a change in language in education policy from English to using a designated
official regional Zambian language as the medium of instruction from nursery school to grade
4. The regional languages are Bemba, Nyanja, Lozi, Tonga, Kaonde, Luvale and lunda. The
researcher investigated if such a policy could be affecting reading in secondary schools.
Table 4.4 Literacy policies
RESPONSES FREQUENCY PERCENTAGE %

YES 14 46.7

NOT SURE 5 16.7%

NO 11 36.6%

In this survey, 14(76.7%) of the respondents agreed that olicies could affect reading in
secondary, 5916.7%) indicated that they were no sure if policies could affect reading in
secondary and 36.6% indicated that they disagreed that policies could affect reading in
secondary.
One of the respondents indicated that, “learners from grade one to grade four a taught in
local languages, this means they waste four years of no learning English”

16
Another one said that, some children are disadvantaged because Zambia has more than 72
local languages and all children are forced to learn in just 7local languages in schools. For
example pupils in lundazi whose familiar language is tumbuka are being taught in regional
language Nyanja. This affects their ability to learn literacy and other subjects because even
the language they use in class in not families”.
4.2.5 Other factors reading to law reading levels
The researchers were used to mention other factors that they felt were leading to law reading
levels. The responses were given as shown on figure 4.1 below.

Courses of poor reading


12
8
4
0
e Courses of poor reading
tic rs
r ac cto ol
s
f p fa ho ge
ko ed c ed
lu
c le at ys wl
ar no
er rim k
m or
Ho in pi
ses w
s lo
cla
d
ude
ro
erC
Ov

12(%) of the respondents indicated that luck of practice was one of theaters leading to law
reading levels among the secondary school pupils, 12 (%) of the respondents indicated that
low prior knowledge from primary grades was the course of law reading levels among the
secondary school learners and 4( %) indicated that over clouded classes was one of the
factors leading to law reading levels and 2(%) indicated that home related factors was among
the factors that lead to law reading levels among the secondary school learners.
4.3. EFFECTS OF LOW READING LEVELS AMONG THE SECONDARY SCHOOL
LEARNERS
The term effects can be termed as a change as a result of consequences of an action or
another course. In this study, the researcher thought it was important to understand the
effects of low reading proficiency among the secondary school learners, The aim of this
survey was to investigate if low reading proficiency among the secondary school pupils has
effects on the education of secondary pupils. The survey was conducted as follows.

17
4.3.1 Low reading proficiency academic performance
Academic performance represents performances or outcomes that indicate the extent to which
a student has accomplished specific educational goals. Usually the accomplishment is
measured through assessments thus; if a student performs poor (below the average) that
student is considered to haven low education achievement. The researcher asked the
respondents to indicate if low reading proficiency among the secondary school pupils
affected academic performances. The responses are indicated in the table 4.5 below.
Table 4.5 effects of Low reading proficiency on academic performance
RESPONSES FREQUENCY PERCENTAGE %

YES 28 93.3%

NOT SURE 0 0%

NO 2 6.7%
Out of 30 (100%) of the respondents; 28(93.3%) indicated that they agreed that low reading
proficiency could affect academic performance for secondary school learners. 0 (0%) of the
respondents indicated that they were not sure if low reading proficiency among the secondary
school learners could affect academic performance and 2(6.7%) of the respondents indicated
that they disagreed that low reading proficiency among the secondary school learners could
affect academic performance.
One of the respondents indicated that, “learners who can’t read at an acceptable pace find
challenged to comprehend the information from the given text this is because they focus so
much to make the sound being read than to get the meaning out of it this then course them to
only rely on the teacher for information since they have no any other way to gain know
knowledge. Therefore these kinds of learners have low academic performance when
compared to their friend”.
4.3.2 Low reading levels and learner’s participation in class
The researcher also investigated to see if low reading levels also affect learners’ participation
in class. According to warts (2021), students that regularly participate in class are constantly
involved with the material and are more likely to remember a greater portion of the
information. Active class participation also improves critical and higher level thinking skills.
Students who participate in class have studied the material well enough to introduce new
concepts to their peers. Table 4.6 shows he reposes from this survey.

18
Table 4.6 Classroom participation
RESPONSES FREQUENCY PERCENTAGE %

YES 20 66.7%

NOT SURE 2 6.7%

NO 8 26.%

From this survey, 20(66.7%) of the respondents indicated that they agreed that low reading
levels affects learners of participate in class, 2 (6.7%) indicated that they were not sure if low
reading levels can affect learners’ participation in class. 8(26%) indicated that low reading
levels can not affect learners participation in class.
One respondent indicated that, “learning is not just about reading, learners who fail o read
properly can still participate in class by answering questions, in group work and in other
activities”
Another one indicated that, “learners can have challenges to participate in class when
learning activities that involves reading if they have low reading abilities”
4.3.3 low reading levels and low self-esteem among learners
Low self-esteem is when a learner lacks confidence about who they are and what they can do.
They often feel incompetent, unloved, or inadequate. Learners who struggle with low self-
esteem are consistently afraid about making mistakes and tend to be quite in class. Having
self-esteem issues can be detrimental to learning and negatively affect learners’ professional
achievements. The researcher asked the respondents to indicate if low reading levels can lead
to low self-esteem. The repossesses are given in table 4.7 below.

Table 4.7 low self-esteem among learners


RESPONSES FREQUENCY PERCENTAGE %

YES 16 55.4%

NOT SURE 7 23.3%

19
NO 7 23.3%
The repossesses to this survey; 16(55.4% of the respondents indicated that low reading levels
could read to low self-esteem, 7(23.3%) of the respondents indicated that they were not sure
if low reading levels could read to low self-esteem and 7(23.3%) indicated that low reading
levels among the secondary school earners could not read to low self-esteem.
“Those pupils who are supposed to read fluently but can-not loss confidence in themselves
because they think they will never get it right” said one of the respondents.
4.3.4. Low reading levels and truancy
Truancy is the action of saying away from school without good reason or permission. The
researcher investigated if low reading levels could read to truancy among the learners the
secondary school learners. Table 4.8 shows the results to this survey.
Table 4.8 Truancy
RESPONSES FREQUENCY PERCENTAGE %

YES 22 74%

NOT SURE 7 23.3%

NO 1 3.3%
From this survey, 22(74%) of the respondents indicated that low reading levels among the
secondary school pupils could lead to truancy, 7(23.3%) indicated that they were not sure if
low reading levels cannot lead to truancy among the learners the secondary school learners
and 1(3.3%) indicated that low reading levels cannot lead to truancy among the learners the
secondary school learners.
4.3.4 Low reading levels affect teaching for teachers
According to wert (2021) in a classroom environment, one of the biggest obstacles a teacher
may face is dealing with children with challenging behavior and often times Teachers get
disturbed when learners are not performing well. The researcher investigated if low reading
levels in secondary grades could disturb teachers. The survey was conducted and the
Reponses were given as shown table 4.9 below.
Table 4.9 below Low reading levels and teaching
RESPONSES FREQUENCY PERCENTAGE %

20
YES 26 77%

NOT SURE 0 0%

NO 4 13%
From this survey, 26 (77%) of the respondents indicated that that low reading levels in
secondary schools could affect teaching 0(0%) indicated that they were not sure if low
reading levels could affect teaching and 13% low reading levels in secondary schools could
not affect teaching.
“Of Corse if a teacher plans something he/she can be slowed down by learners who are
unable to read. Activities like close and comprehension are among examples of activities that
can be affected due to low reading levels” indicated one of the teachers
CHALLENGES THAT IS COMMONLY FACED IN READING AMONG THE
SECONDARY SCHOOL LEARNERS
The researchers investigate the challenges that learners faced when reading. The responses o
these surveys were given as shown on the figure 4.2 below.

Frequencey
Mother tongue interference

missing words when reading

pronounciation of sounds Frequencey

comprehension

Luck of concentration

Fear

0 1 2 3 4 5 6 7 8 9 10

In this survey, Learners were asked to indicate the challenges that they faced when reading.
The challenge that was frequently mentioned was poor reading pace in which 13 (33%).one
of the respondent indicated that, “I can’t connect words early when reading because I take
time to process sounds”. Challenges with Pronunciation of sounds came second as 9 (23%)
of the respondents indicated that they had challenges to pronounce words in English, “my fail
to pronounce most words when reading sometimes I pronounce words in a wrong way, when

21
I am reading my teachers and sometimes my friend tells me that I do not pronounce the
words the way they should be pronounced” said one of the respondents. Other respondents
9(23%%) indicated that they miss words when reading. “When I try to read nicely at a good
seed miss some words, I even use finger pointing so that I don’t miss the words, sometimes
miss the line (sentence that I am supposed to read next” . 7(18%) respondents indicated that
they faced Mother tongue interference when reading and 2(5%) indicated that they felt
fear. One of the respondents indicated that, “ most times especially when reading for a group
of people, I feel fear, my hands shivers and I lost construction then I can read appropriately
“ 1 (3%) indicated that they faced Luck of concentration when reading and another 1 (3%)
indicated that they luck Comprehension. “Even after reading most times I fail to answer
questions because some words are difficult for me to understand.

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APPENDIX C: TEACHERS’ QUESTIONNAIRE


Dear teachers
My name is Mainza shadunka, and I am a student at Technical and Vocational Teachers’
College (TVTC) Am conducting a study on “an exploration of the factors influencing low
reading levels among secondary school learners: A case study of selected urban secondary
schools in Chingola district.

Kindly not that, there is no any award for answering the questionnaires, but this study relies
on your participation. Please be informed that you have been selected to participate in this

24
study by answering the questions that I shall ask you. Your co-operation was highly
appreciated .You are rest assured that the information you will provide in this questionnaire
was treated with highest confidentiality.
Thanks in anticipation
Section A: background information of the respondents
i. Indicate you sex.
Male [ ] female [ ]
ii. The number of years in service [ ]
iii. Indicate the grade(s) you are teaching [ ], [ ], [ ], [ ]
Instructions:
a. Answer all questions
b. There is no wrong at write answer ( respond according to you opinion)
c. Read the sentences and put a tick in box that has the answer of your choice below.
First B: Factors that aggravate to low reading levels among Secondary school learners
1. Do you have library at your school?
Yes [ ] No [ ] Not sure [ ]
2. if your school has the library, does it have books that learners can use for reading,
especially for English?
Yes [ ] No [ ] Not sure [ ]
3. Do you have any programme that helps learners who come from primary section with
reading difficulties?
Yes [ ] No [ ] Not sure [ ]
4. The literacy policies used in primary school, do you think they in some way
contribute to poor reading levels among the secondary school pupils?
Yes [ ] No [ ] Not sure [ ]
a. if your answer is “YES’ in question 4 above, briefly explain the reason for your
answer below.
…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………
5. Are there any factors that you feel that are affecting, the reading abilities for
secondary school learners?. If yes indicate them below.

25
…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………

Second C: Effects of low reading levels among the secondary school learners.
6. Do you think low reading proficiency can affect academic performance?
Yes [ ] No [ ] Not sure [ ]
Explain how, if your answer is YES in Q 6.
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………
7. Can low reading levels affect learner’s participation in class?
Yes [ ] No [ ] Not sure [ ]

Give a reason for your answer in the question above


………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
8. Can low reading levels lead to low self-esteem among learners?
Yes [ ] No [ ] No sure [ ]
a. Give a reason for your answer in the question above.
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
9. Can low reading levels lead to truancy among the secondary school learners?
Yes [ ] No [ ] No sure [ ]
9a. Give a reason for your answer in the question above
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………

10. Can poor reading levels affect teaching for teachers?


Yes [ ] No [ ] No sure [ ]

26
10 a. Give a reason for your answer in the question above
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………

APPENDIX D-RESEARCH QUESTIONNAIRE FOR PUPILS


Dear Respondent,
Am conducting a study on “an exploration of the factors influencing low reading levels
among secondary school learners: A case study of selected urban secondary schools in
Chingola district. Please be informed that you have been selected to participate in this study
by answering the questions that I shall ask you. Your co-operation was highly appreciated
you are rest assured that the information you will provide in this questionnaire was treated
with highest confidentiality.
SECTION A: Demographic characteristics of the respondents.
Please complete this questionnaire by ticking the appropriate answer and comments were
necessary.

27
1. Sex of respondents?
A. Male [ ]
B. Female [ ]
Indicate your grade [ ]
Section B: Challenges that is commonly faced in reading among the secondary school
learners.
Instruction: Indicate the challenges that you face when reading, either when alone or in class
by ticking a box against that challenge
Challenge Tick Brief explanation
Fear

Luck of
concentration
Comprehensio
n

Pronunciation
of sounds

Missing some
words when
reading
Mother tongue
interference

28

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